Welcome

I am an Assistant Teaching Professor at WPI. Prior to WPI, I worked as economist and development practitioner in Africa, working with international organizations including BCEAO, UNDP, UNECA.

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Curriculum Vitae

Gbeton Somasse - Ph.D. Candidate in Economics Department of Economics
Clark University
950 Main Street, Worcester MA 01610
(774) 482-1880 -- gsomasse@clarku.edu
EDUCATION Ph.D. in Economics, Clark University, Worcester, MA. 2015
M.A. in Economics, Clark University, Worcester, MA 2011
M.A. in Finance, University Cheikh Anta Diop, Dakar, Senegal. (DESS en Finance) 2005
M.Sc. in Economics Statistics, ENSEA, Abidjan, Cote d’Ivoire. (Ingénieur Statisticien Economiste) 2001
B.A. in Statistics, summa cum laude, University of Abomey-Calavi, Benin.
FIELDS Primary: Applied Econometrics, Development Economics, Labor Economics.
Secondary: Public Policy, International Economics, Spatial Analysis, Africa
DISSERTATION Essays on the Relationships between Education Policies, Achievement, Labor Market Outcomes, and Inequality.
Committee: Wayne Gray (Chair), John C Brown, Junfu Zhang
JOB MARKET PAPER Retaining Better Achievers? Free Primary Education and Educational Outcomes in Benin

Abstract: In 2006, Benin government adopted a Free Primary Education (FPE) policy, abolishing parent-paid tuition fees and increased resources towards schools. In this paper, I examine whether the policy reduced the wealth and gender gap as well as prior geographical disparities in educational outcomes. I also evaluate how the expanded access has affected student achievement. The identification strategy relies on pre-FPE differences in dropout rates across municipalities in a difference-in-differences approach. Using municipality and household level data, I find evidence that the fee elimination attenuated the inequality of access by increasing primary school completion for traditionally disadvantaged groups, including girls, low-income, and the northern region populations. The increased enrollment had no significant adverse effect on student achievement as measured by the probability of passing the primary school exit exam (CEP). Moreover, the policy potentially helped low performing municipalities narrow the achievement gap through the retention of better achieving students who would have dropped out of the education system otherwise. These results suggest some welfare improvements and may have important policy implications for Benin and other developing countries with similar strategies.

WORK IN PROGRESS Returns to Education and Inequality Analysis in Benin after a Free Tuition Policy
Analysis of Student Test Scores in Chad.
Universal Primary Education and Educational Convergence in Benin.
Teacher Incentive and Student Performance in Benin.
RESEARCH EXPERIENCE Data Analyst Consultant, MicroFinance Transparency June 2012– Dec. 2012
Research Assistant Intern, IHS Global Insight, World Trade Service Summer 2011 & 2012
Research Assistant, Clark University, Department of Economics
  • Professor John Brown
  • Professor Chih Ming Tan
 Summer 2013 & 2014
2012-2013
Individual Consultant, U.N. Economic Commission for Africa, Ethiopia Summer 2000

Research

My research is mostly applied and focuses on how economic theory and empirical research provide insight to improve growth and development strategies. My main interests are in applied econometrics, development economics, public policy, and international economics with research topics such as education, poverty and inequality, labor market outcomes, and trade.

My current research investigates the short and long-run impact of public policies on education and labor market outcomes, and their implications in terms of inequality in Benin. I have also conducted research into estimating return to education and understanding how teacher incentive may affect student performance.

More on my Research Statement here.

JOB MARKET PAPER

Retaining Better Achievers? Free Primary Education
and Educational Outcomes in Benin

    • Abstract: In 2006, Benin government adopted a Free Primary Education (FPE) policy, abolishing parent-paid tuition fees and increased resources towards schools. In this paper, I examine whether the policy reduced the wealth and gender gap as well as prior geographical disparities in educational outcomes. I also evaluate how the expanded access has affected student achievement. The identification strategy relies on pre-FPE differences in dropout rates across municipalities in a difference-in-differences approach. Using municipality and household level data, I find evidence that the fee elimination attenuated the inequality of access by increasing primary school completion for traditionally disadvantaged groups, including girls, low-income, and the northern region populations. The increased enrollment had no significant adverse effect on student achievement as measured by the probability of passing the primary school exit exam (CEP). Moreover, the policy potentially helped low performing municipalities narrow the achievement gap through the retention of better achieving students who would have dropped out of the education system otherwise. These results suggest some welfare improvements and may have important policy implications for Benin and other developing countries with similar strategies.

WORKING IN PROGRESS

Returns to Education and Inequality Analysis in Benin after a Free Tuition Policy
Abstract: This paper examines changes in the determinants of enrollment and student performance after 2006 and simulates the magnitude of the impact of the policy on future wage differentials as schooling inequalities get smaller. The analysis uses both municipality and household level data, in a repeated cross-section regression. The simulations are based on wage equations estimated from individual earnings data. I find evidence that the elimination of fees attenuated the inequality of access to primary school by increasing enrollment of traditionally disadvantaged groups, including girls, low-income groups, and the northern region populations. While the importance of family background on attendance probability is significantly reduced after the policy, student socio-economic characteristics are still important determinants of student performance. These results suggest that the inequality in education has moved somewhat from access to quality of learning. Finally, simulations suggest a potentially large increase in wages but only limited changes in wage inequalities.

Analysis of Student Test Scores in Chad.

Universal Primary Education and Educational Convergence in Benin.

Teacher Incentive and Student Performance in Benin.

Teaching

Teaching Strategies

I have consolidated my teaching, communication, and facilitation skills through HECCMA's Certificate in college teaching and Toastmasters' communication program. As a teacher, I leverage these skills to inspire and motivate my students to become self-confident learners, critical thinkers, and problem solvers, through life changing learning experiences.

I use what I termed a "Connection System" to create a positive and supportive environment that fosters student's participation, learning, and growth. The system combines several features of a flipped classroom, collaborative learning, corrective teaching, and continuous assessment and encouragement. I implement three levels of connection (self-connection, connection to instructors, and connection with classmates) to keep students active both inside and outside of the classroom. More on my teaching strategies here.

I presented my connection system in the Committee on Education Economics Poster Session at the AEA Boston 2015 meetings.

I also make a targeted and moderate use of technology to promote student’s learning through timely feedback and consistent content delivery. More on Teaching with Technology.

My overall teaching philosophy evolves around the metaphor of the clay and the potter at work. More on my teaching philosophy here.


Teacher Certification

Here is a self-reflection critique based on the observation feedback I received during my teaching practicum, the experiential learning component of the certificate.

Teaching Responsibilities


I have held teaching positions both as an Instructor and as a Teaching Assistant

Instructor: I taught the following courses independently
  • ECON 011 -Principles of Economics, Clark University, Spring 2014
Student Evaluation summary: Overall effectiveness of the instructor 4.1/5

Catalog Description:
This course offers an introduction to microeconomics: the analysis of firms, consumers and markets using economic models...
  • ECON 010 -Economics and the World Economy, Clark University, Fall 2013&Fall 2012
Student Evaluation summary: Overall effectiveness of the instructor 4.1/5

Catalog Description:
This course provides an introduction to macroeconomics. The course develops basic economic concepts including market analysis, trade, and demand and supply in the macro-economy.
  • Introduction to Econometrics, African Institute of Management, 2007-2009
Description: This course deals with how to apply statistical methods to economic problems. It introduces students to economic model building, testing the model statistically, and applying the model to practical problems in forecasting and analysis.

Teaching Assistant:
  • Introduction to Statistics, Clark University, Fall 2014, Spring 2012 & Fall 2011
    • Student Evaluation Summary: Overall effectiveness of the TA

  • Introduction to Macroeconomics, Clark University, Spring 2011
    • Student Evaluation Summary: Overall effectiveness of the TA

  • Introduction to International Trade, Clark University, Fall 2010
    • Student Evaluation Summary: Overall effectiveness of the TA


You may access samples of my course syllabi, instructional materials, and teaching evaluation summaries in Appendices.

I have also prepared a syllabus for Introduction to Statistics and Introduction to International Trade that I hope to teach in the future.

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Bld Mihail Kogalniceanu, nr. 8,
7652 Bucharest,
Romania

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