Browsing by Subject "finance"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Encouraging clean energy investment in developing countries: what role for aid?
    (Climate Policy, 2014-10-10) Buntaine, MT; Pizer, WA
    A large portion of foreign assistance for climate change mitigation in developing countries is directed to clean energy facilities. To support international mitigation goals, however, donors must make investments that have effects beyond individual facilities. They must reduce barriers to private-sector investment by generating information for developers, improving relevant infrastructure, or changing policies. We examine whether donor agencies target financing for commercial-scale wind and solar facilities to countries where private investment in clean energy is limited and whether donor investments lead to more private investments. On average, we find no positive evidence for these patterns of targeting and impact. Coupled with model results that show feed-in tariffs increase private investment, we argue that donor agencies should reallocate resources to improve policies that promote private investment in developing countries, rather than finance individual clean energy facilities.
  • Thumbnail Image
    ItemOpen Access
    Gender Differences in the Impact of North Carolina’s Early Care and Education Initiatives on Student Outcomes in Elementary School
    (Educational Policy, 2020-03-01) Muschkin, CG; Ladd, HF; Dodge, KA; Bai, Y
    © The Author(s) 2018. Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the community-wide effects of two statewide initiatives in North Carolina on gender differences in academic outcomes in Grades 3 to 5, using administrative student data and information on variation in program availability across counties and over time. We find that although investments in early care and education programs produce significant gains in math and reading skills on average for all children, boys experience larger program-related gains than girls. Moreover, the greatest gains among boys emerge for those from less advantaged families. In contrast, the large and statistically significant reductions in special education placements induced by these early childhood program do not differ consistently by gender.