Emilie Berkhout

Emilie Berkhout

PhD Candidate

University of Amsterdam

I am a PhD candidate in Economics at the University of Amsterdam under the supervision of Prof. Menno Pradhan and Prof. Hessel Oosterbeek. In my current research, I study the impacts of education policy reforms on learning outcomes in Indonesia, as part of the Research on Improving Systems of Education (RISE) program.

Previously, I worked on impact evaluations of interventions in early childhood development, food security and water and sanitation access in Asia and Africa.

I will be on the 2022/2023 academic job market and I am available for interviews.

Placement director: Randolph Sloof

Download my resumé.

  • Development Economics
  • Economics of Education
  • Impact Evaluation
  • PhD in Economics, Expected 2023

    University of Amsterdam

  • MSc in Development Economics, 2015

    Vrije Universiteit Amsterdam

  • BSc in Economics and Business, 2014

    University of Amsterdam

Job Market Paper

Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia

We study an admission policy change that made public junior secondary schools less selective in Yogyakarta, Indonesia. The primary admission criterion for these schools changed from an exam score ranking to a neighborhood-to-school distance ranking. The reform gave many low-achieving students access to top public schools, and displaced many high-achieving students to lower-quality private schools. We compare test score value-added of two otherwise similar student cohorts admitted before and after the policy change. We find that average learning slightly decreased. Using the admissions criteria, we predict public school access under both policies for each student to identify students whose access changed and students whose access stayed the same. We find a large decline in learning for students who lost access to public schools and moderate benefits for students who gained access. Students remaining in public schools also learned less. They had a lower-scoring peer group, to whom their teachers adapted the lessons. Students remaining in private schools did not benefit from a higher-scoring peer group, and private school teachers did not adapt their methods. Our results demonstrate that school integration decreases learning inequality, but mostly at the expense of high-achieving students.


(2021). Schooling progress, learning reversal: Indonesia's learning profiles between 2000 and 2014. In International Journal of Educational Development.

PDF Cite

Working Papers

(2022). Selecting Teachers in Indonesia: Predicting Teacher Performance using Pre-Employment Information. In RISE Working Paper Series.


(2020). Using Technology to Prevent Fraud in High Stakes National School Examinations: Evidence from Indonesia. In RISE Working Paper Series.