Clare Leaver

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Vice Dean for Academic Affairs and Professor of Economics and Public Policy (BSG)
Researchers

Clare Leaver is Vice Dean for Academic Affairs and Professor of Economics and Public Policy at the Blavatnik School of Government, and a Fellow of University College.

Much of Clare’s research focuses on careers and incentives within the public sector. Her work spans different sectors and regions, from utility regulation in the United States, the judicial system in England and Wales, to education systems in sub-Saharan Africa and Brazil. In recent projects, she has studied management challenges facing education bureaucracies, including how to select and reward teachers, and how to obtain and use performance information in schools. She is currently working with the Government of Ghana on a study of delivery approaches in education districts and schools, and with the Government of Rwanda on reforms to teacher performance pay. Her research has appeared in leading economics journals, including the American Economic Review, Journal of Public Economics, and Journal of Law, Economics and Organisation.

Clare teaches on the Economics course for Master of Public Policy students at the Blavatnik School. She is also Academic Deputy Director of the What Works Hub for Global Education (WWHGE), a new FCDO-funded initiative based at the School that will focus on how to support implementation of education policies and programmes sustainably at scale. She previously co-directed the DeliverEd Initiative, and was Research Coordinator for the RISE Programme. Prior to joining the Blavatnik School she was Associate Professor of Economics in the Department of Economics at Oxford and fellow of The Queen’s College

Research

Much of Clare’s research focuses on careers and incentives within the public sector. In previous research, she has studied Public Utility Commissioners in the United States, and the senior judiciary in England and Wales. In current work, she is focusing on incentives for educators in low and middle-income countries. Specific projects include studies of: the effectiveness of paying for locally monitored teacher presence in Uganda; the impact of paying for teacher preparation and pedagogy, alongside more standard metrics of teacher presence and student performance, in Rwanda; and the welfare consequences of school ‘supply-side’ responses to the Right to Education Act in India.