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Rachel Cassidy

Rachel Cassidy

International Research Associate

DPhil (PhD) Economics, University of Oxford, 2017
MSc Economics for Development (Distinction), University of Oxford, 2011
BA Politics, Philosophy and Economics (1st Class), University of Oxford, 2009

Rachel Cassidy is an International Research Associate at IFS. She is a development economist who applies methods and insights from experimental and behavioural economics. Her work uses field and "lab-in-field" experiments to understand topics including intra-household bargaining, violence against women and girls, adoption of contraceptive technologies, time preferences, and savings behaviour. She has managed successful research projects and grants in Malawi, Pakistan and Ghana.

Rachel received her DPhil (PhD) in Economics from the University of Oxford and spent time as a visiting PhD student at Stanford University. Alongside her PhD research she also taught microeconomics on Oxford Said Business School's MBA programme. Prior to her PhD, Rachel worked as an economist for the European Commission and also has experience in management consulting. She is currently a Research Economist at the World Bank's Africa Gender Innovation Lab.

Academic outputs

IFS Working Paper W18/24
While poverty may impair decision-making, some of the apparently irrational behaviour observed among the poor may have a rational expectation. In particular, estimates of "present-bias" among the poor may be exaggerated if poor individuals are credit-constrained and expect to have greater liquidity ...
IFS Working Paper CSAE WPS/2018-08
In a new CSAE working paper, IFS researcher Dr Rachel Cassidy uses a randomised controlled trial to examine the link between intra-household bargaining and use of new contraceptive technologies in Mozambique.

Reports and comment

Newspaper article
Policymakers and clinicians in global health often face considerable uncertainty when making decisions. Statistical uncertainty—arising from the fact that analysis and modelling typically use samples rather than whole populations—can be accounted for by placing confidence intervals on the ...
There is a large gender gap in the likelihood of taking maths and physics at A-level, even among high-achieving pupils. Among pupils who achieved grade A or A* (equivalent to grades 7-9) in GCSE maths in 2010, 36.5% of girls compared to 51.1% of boys took maths A-level. Among those who achieved ...