Improving productivity among farm enterprises is important, especially in lowincome countries where market imperfections are pervasive and resources are scarce. Relaxing credit constraints can increase the productivity of farmers. Using a field experiment involving microenterprises in Bangladesh, we estimate the impact of access to credit on the overall productivity of rice farmers, and disentangle the total effect into technological change (frontier shift) and technical efficiency changes. We find that relative to the baseline rice output per decimal, access to credit results in, on average, approximately a 14 percent increase in yield, holding all other inputs constant. After decomposing the total effect into the frontier shift and efficiency improvement, we find that, on average, around 11 percent of the increase in output comes from changes in technology, or frontier shift, while the remaining 3 percent is attributed to improvements in technical efficiency. The efficiency gain is higher for modern hybrid rice varieties, and almost zero for traditional rice varieties. Within the treatment group, the effect is greater among pure tenant and mixed-tenant farm households compared with farmers that only cultivate their own land.

Evidence on educational returns and the factors that determine the demand for schooling in developing countries is extremely scarce. Building on previous studies that show individuals underestimating the returns to schooling, we use two surveys from Tanzania to estimate both the actual and perceived schooling returns and subsequently examine what factors drive individual misperceptions regarding actual returns. Using ordinary least squares and instrumental variable methods, we find that each additional year of schooling in Tanzania increases earnings, on average, by 9 to 11 percent. We find that on average individuals underestimate returns to schooling by 74 to 79 percent and three factors are associated with these mis-perceptions: income, asset poverty and educational attainment. Shedding light on what factors relate to individual beliefs about educational returns can inform policy on how to structure effective interventions in order to correct individual misperceptions.

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