About

Jason Kerwin is an assistant professor in the Department of Applied Economics at the Hubert H. Humphrey School of Public Affairs, University of Minnesota. His role involves engaging in research and teaching within the field of applied economics, contributing to the academic community through his expertise. The biography indicates his affiliation and position but does not provide specific details about his research focus, background, or key contributions.

Research topics

• Psychology
• Computer science
• Economics
• Labour economics
• Business

Selected publications

• Replication Data for: Teacher Content Knowledge in Indian Secondary Schools and Its Relationship with Student Learning

  Open MIND · 2026-02-20

  dataset

  This package contains the replication package for "Teacher Content Knowledge in Indian Secondary Schools and Its Relationship with Student Learning" by Sabrin Beg, Anne Fitzpatrick, Jason T. Kerwin, Adrienne Lucas, and Khandker Wahedur Rahman, published in AEA Papers and Proceedings, May 2026. It contains all data and code necessary for replicating the one figure and two tables in the paper. The data files are in Stata (.dta) format, and the replication code was written in Stata. Replication of the tables and figure will take less than 5 minutes on a standard desktop.

  DOI

• Scared Straight or Scared to Death? Fatalism in Response to Disease Risks

  The Economic Journal · 2025-02-10 · 4 citations

  articleOpen access1st authorCorresponding

  risk-taking rather than less. Intuitively, this can occur because high risk beliefs raise not only the chance of contracting the disease (which raises the marginal cost of risk-taking) but also the perceived chance that you are already infected (which lowers the marginal cost). I test for fatalism by randomly providing information about the true (low) average risk of HIV transmission in Malawi. Consistent with rational fatalism, the treatment causes sexual activity to rise slightly on average but decline sharply for people with high initial risk beliefs-especially those with high baseline levels of sexual activity.

  PublisherOA PDFDOI

• Integrating Educational Technology with Structured Pedagogy to Improve Learning Outcomes for Every Student

  AEA Randomized Controlled Trials · 2024-11-26

  dataset
  PublisherDOI

• When Given Discretion Teachers Did Not Shirk: Evidence from Remedial Education in Secondary Schools

  National Bureau of Economic Research · 2024-12-01 · 1 citations

  reportOpen access

  Public-sector organizations face a tradeoff: allowing workers discretion at the point of service to adapt to local needs, versus rigid harmonization to ensure uniform service delivery. We examine this tradeoff in the context of secondary schools in Odisha, India, where the centrally set curriculum is nearly 4 grades above the learning levels of the mean student. We conduct a randomized intervention that assigned schools to either a rigid or a flexible version of a remedial learning intervention that displaced the curriculum. We compare learning outcomes and teaching quality to the status quo. Both interventions increased learning by 0.11SD, about 60 percent of a year of learning, with gains throughout the learning distribution. We find no crowd-out of grade-level mastery, and no change in the likelihood of earning passing Board Marks one year later. Discretion did not lower the quality of implementation or induce shirking. Allowing teachers flexibility to adjust classroom content to student needs was beneficial and had limited downsides.

  PublisherDOI

• The Welfare Effects of Beneficiary Control over the Timing of Cash Transfers

  AEA Randomized Controlled Trials · 2024-10-30

  dataset
  PublisherDOI

• Integrating Educational Technology with Structured Pedagogy to Improve Learning Outcomes for Every Student

  AEA Randomized Controlled Trials · 2024-11-26

  dataset
  PublisherDOI

• The Welfare Effects of Beneficiary Control over the Timing of Cash Transfers

  AEA Randomized Controlled Trials · 2024-10-30

  dataset
  PublisherDOI

• Integrating Educational Technology with Structured Pedagogy to Improve Learning Outcomes for Every Student

  AEA Randomized Controlled Trials · 2024-11-26

  dataset
  PublisherDOI

• Integrating Educational Technology with Structured Pedagogy to Improve Learning Outcomes for Every Student

  AEA Randomized Controlled Trials · 2024-11-26

  dataset
  PublisherDOI

• Integrating Educational Technology with Structured Pedagogy to Improve Learning Outcomes for Every Student

  AEA Randomized Controlled Trials · 2024-11-26

  dataset
  PublisherDOI

Frequent coauthors

• Lasse Brune

  167 shared

• Eric Chyn

  151 shared

• Rebecca Thornton

  51 shared

• Olivier Sterck

  43 shared

• Laura Derksen

  University of Toronto

  43 shared

• Natalia Ordaz Reynoso

  Bocconi University

  43 shared

• Rachel Sander

  Mathematica Policy Research

  19 shared

• Jeffrey A. Smith

  13 shared

Education

• PhD, Economics

  University of Michigan

  2015

Awards & honors

• Humphrey-Johnson Book Prize