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How high do your GRE scores need to be to get you accepted into Yale? Yale is one of the country’s most prestigious universities and, as you might imagine, competition is tough to get into its graduate programs. In this guide, we explain everything you need to know about Yale GRE scores, including the average GRE scores of accepted students for various Yale grad programs, which grad programs Yale is best known for, how you can figure out the GRE scores you need to get accepted, and what else Yale considers when it looks at your application.

What Grad Programs Is Yale Known For?

Yale University has just under 7,000 grad students enrolled (which is higher than its undergrad enrollment), and many of its graduate programs are among the top in the country.  In the US News’ 2019 rankings of schools , Yale ranked in the top ten for the following grad programs:

• Biology (#6)
• Chemistry (#9)
• Economics (#1)
• English (#8)
• Fine Arts (#1)
• History (#1)
• Mathematics (#9)
• Nursing (#4)
• Political Science (#4)
• Psychology (#4)

Yale’s economics, fine arts, history, and law programs are especially well regarded, and they are each often ranked as #1 in the US.

As you probably expect from a school with so many top programs, admissions to Yale are very competitive. Most students have GRE scores well above the national average of 150 on the Verbal section and 153 on the Quantitative section. Average GRE scores for accepted Yale students tend to be from 155-165 for Verbal and 160-167 for Quant. These scores correspond to about the 69th to 96th percentiles for Verbal scores and the 76th to 92nd percentiles for Quant scores. However, Yale average GRE scores depend a lot on which school/program you’re applying to, which we discuss more in the next section.

What Are the Yale Average GRE Scores?

Below is a chart showing the average GRE scores of accepted applicants for different Yale graduate programs. Also included in the chart is any minimum required GRE scores, the average GPA of accepted students, the program/school’s acceptance rate, and its ranking by US News.

Programs that don’t accept GRE scores (such as the law school, medical school, and fine arts school) aren’t included in this chart, but programs that accept the GRE as well as other standardized tests are included, such as Yale’s School of Management, which accepts GRE or GMAT scores.

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Not every program provided every piece of information, and not every graduate program at Yale calucates or provides admissions statistics. If the program you’re interested in isn’t included below, you can look for a similar program in the chart to get a general idea of the average GRE score.  For example, if you want to apply to Yale’s Microeconomics program, you can estimate that the average GRE scores for that program are close to the average GRE scores for the International and Development Economics program.

What’s a Good GRE Score for Yale University?

Your goal GRE score for Yale University will depend on which grad program you want to attend there. In the chart above, average cumulative GRE scores range from 319 to 329, or an average of about 159 to 165 for both Verbal and Quant.  Certain programs have higher average GRE scores, and some programs have higher average Quant scores than Verbal scores, or vice versa. For example, Yale’s Master’s of Engineering program has an average Quant score of 167, but an average Verbal score of only 155, which makes sense since, as a STEM-focused Master’s program, you’ll be using STEM skills more than verbal skills.

In order to figure out the Yale GRE scores you should be aiming for, we recommend you find the average GRE scores for the program you want to apply to in the chart above. If your program isn’t listed in the chart, look at the GRE scores of the closest program to it, or look up GRE scores of programs with a similar US News ranking. Then, add 2-3 points to both the Verbal and Quant scores. These are your goal scores.

For example, if you want to apply to Yale’s Master of Science in Nursing program, you’ll find that they don’t list average GRE scores. However, you can get an estimate by looking at average GRE scores of Yale’s Physician’s Associates Program, which, like nursing, relates to the medical field. Yale’s PA program has an average Quant score of 163 and an average Verbal score of 156. This gives you a rough idea of what to aim for, as well as knowing that the nursing program likely wants to see higher Quant scores than Verbal scores. You can refine this estimate by looking at a similarly-ranked nursing program at a different school.

Yale’s Master of Nursing program is ranked 8th by US News, so we can look at the average GRE scores of the Master of Nursing program ranked just below Yale’s: Columbia University’s. Columbia’s program expects GRE scores higher than 150 on Verbal and 153 on Quant. Putting the information we found together, we can estimate that people applying to Yale’s Master’s of Nursing program should aim for a Verbal Score of about 155 (the average of the two scores we found plus two points) and a Quant score of about 160.

If you’re applying to a Yale program that doesn’t have the GRE scores of any similar programs listed in the chart above, you can find the GRE scores of similar programs at two different schools and make your estimate from that. For example, if you want to get a PhD in English at Yale, you’d find schools with English PhD programs ranked similarly to Yale’s program (ranked 8th). Cornell, whose English PhD program is also ranked 8th, wants a GRE Verbal score of at least 163 (no average Quant scores are given). Duke, whose English PhD program is ranked 13th, has an average Verbal score of 162 and an average Quant score of 149. Since Duke’s program is ranked lower than Yale’s, you may want to add one or two points to its averages to make up for the lower ranking. Then average those scores with Cornell’s Verbal score and add two points to each. That gives you a goal score of about 165 for Verbal and 153 for Quant.

Adding a few points to the average GRE scores of accepted students ensures that you’ll be high enough above the average that your GRE scores will be a strength, not a weakness, on your application, but it doesn’t set the bar so high that you’re spending too much time preparing for the GRE at the expense of other parts of your application.

How Important Are GRE Scores for Getting Into Yale?

Knowing average Yale GRE scores is important for getting a general idea of what your goal GRE score should be, but don’t think that they’re the key to getting into Yale. GRE scores are an important part of your application, but even a perfect GRE score won’t be enough to get you admitted if your application is very weak in other areas.

For example, Yale’s Department of Psychology has average GRE scores of 167 in Quant and 162 in Verbal. These are high scores, but they’re achievable if you have a smart GRE study plan . However, because the acceptance rate for the program is incredibly low (2.5%), you’ll need more than just stellar GRE score to get accepted since you can assume you’re competing with the best of the best.

In general, graduate programs, including Yale’s, care more about your undergraduate transcript, research/work experiences, and letters of recommendation than GRE scores when they make admissions decisions. These are what you should spend most of your time honing in order to have the best chance of getting into Yale . It also means that, if you have low GRE scores but are outstanding in another area, such as research you’ve done or work experience you have, you still have a solid chance of being admitted.

However, if you have a score that’s significantly below the average score of admitted students for that program, it may make the admissions committee doubt if you’re really capable of excelling at Yale. You want to meet your goal score but not neglect other areas of your application by studying too much for the GRE. Your time will be better spent creating an application that’s strong across the board.

Summary: Yale GRE Scores

Yale is one of the most competitive schools in the country, so it’s unsurprising that Yale average GRE scores are high regardless of what graduate program you’re interested in applying to.  The average Yale University computer science GRE score is 166 for Quant and 162 for Verbal. Average Yale clinical psychology GRE scores are 167 for Quant and 162 for Verbal.

Many programs don’t post their average GRE scores, but you can get an estimate by looking at the average GRE scores of similar programs at Yale or looking at the average GRE scores of similarly-ranked programs at other schools. Your goal GRE score for Yale University should be 2-3 points higher than the average GRE score for both the Verbal and Quant sections. This ensures your GRE scores are high enough to get you accepted.

However, your grad school application is much more than just your GRE scores. You’ll also need a strong college transcript, excellent letters of recommendation, and relevant research/work experience in order to show Yale that you’re an applicant worthy of admission.

What’s Next?

Need some study tips to meet your Yale GRE score?  We’ve got you covered! Check out our guide to the 34 GRE tips and strategies you need to know.

Recommendation letters are  another important part of your Yale grad school application.  Learn the best way to get grad school recommendation letters by reading our guide!

Want more information on how the GRE works?  We cover everything you need to know about what’s on the GRE and what the exam pattern is  in our in-depth guides.

Ready to improve your GRE score by 7 points?

Author: Christine Sarikas

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. View all posts by Christine Sarikas

• International & Development Economics

The Department of Economics offers a one-year program of study in International & Development Economics, leading to the Master of Arts degree. IDE students are diverse in terms of their nationalities and their career paths. Many of our students now come directly from their undergraduate school or a few years of work experience, although we do not exclude any candidate on the basis of work experience or country of origin. After completion of the program, IDE students have gone into various paths, including working in research for academic and nonacademic agencies such as the World Bank, the United Nations, and the Poverty Action Lab. Other students have gone on to further academic work such as law school and to Ph.D. programs in economics, environmental sciences, public health, and similar programs. Many students have returned to their home countries to work for their government or for funding agencies there.

• Programs of Study
• MA - Master of Arts

Michael Boozer

Director of Graduate Studies

• [email protected]

Anna Groesser

Departmental Registrar

• [email protected]
• 203-432-3610

Admission Requirements

Standardized testing requirements.

GRE is required.

English Language Requirement

TOEFL iBT or IELTS Academic is required of most applicants whose native language is not English.

You may be exempt from this requirement if you have received (or will receive) an undergraduate degree from a college or university where English is the primary language of instruction, and if you have studied in residence at that institution for at least three years.

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GSAS Advising Guidelines

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The Graduate School's academic calendar lists important dates and deadlines related to coursework, registration, financial processes, and milestone events such as graduation.

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Registration Information and Dates

https://registration.yale.edu/

Students must register every term in which they are enrolled in the Graduate School. Registration for a given term takes place the semester prior, and so it's important to stay on top of your academic plan. The University Registrar's Office oversees the systems that students use to register. Instructions about how to use those systems and the dates during which registration occurs can be found on their registration website.

Financial Information

Master's funding.

While Master's programs are not generally funded, there are resources available to students to help navigate financial responsibilities during graduate school.

• Master's Student Funding Overview
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• Yale Student Grants Database
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• Loans for US Citizens
• Loans for Non-US Citizens

Alumni Insights

Below you will find alumni placement data for our departments and programs.

Have questions about applying? Please check our FAQ page  before emailing us at [email protected] . We partner with Harvard Economics to connect prospective students from underrepresented groups with graduate student mentors. Details of this Application Assistance and Mentoring Program are available below.

Application requirements

The application to our doctoral program is open annually from September 15-December 15 for admission the following September. The application for September 2024 admission is now closed.

Your application is considered complete when you have successfully submitted the following requirements by the December 15 application deadline:

• Online application
• $75 application fee
• Scanned copy of college transcripts
• Three letters of recommendation
• TOEFL, IELTS, or Cambridge English Qualification (C1 & C2) test score (any one) for international students whose native language is not English
• The GRE is required as part of applications for the 2025-2026 cycle (for September 2025 admission)

To request a fee waiver, please complete MIT's application fee waiver form . You should carefully review the eligibility criteria prior to applying. A representative from MIT’s Office of Graduate Education will be in touch about the outcome of your request.

Transcripts

Please upload one copy of each transcript from all universities you have attended. If you're admitted to the program, we'll require you to have an official copy of your transcript(s) sent to us from the university's registrar. Your transcript will be verified upon receipt and any discrepancy between the transcript you uploaded and the official transcript will result in a withdrawal of our offer of admission.

Letters of recommendation

Letters must be submitted/uploaded by the letter writers by December 15. Please send the email request to your letter writers via the 'Letter Status' section in your application.

TOEFL, IELTS, or Cambridge English Qualification scores

International students whose first language is not English are required to submit   English language proficiency test scores unless they are a US citizen or permanent resident. The department will also waive the requirement for international non-native speakers of English who have spent three or more years studying in an accredited school or university where English is the language of instruction.  (Please note: verification of the institution’s language of instruction may be requested.)

We accept the following test scores:

• Cambridge English C1 Advanced
• Cambridge English C2 Proficiency

If you meet the criteria for a waiver, you can make a request to waive the English proficiency exam requirement on the online application, under the "test scores" section.

TOEFL, IELTS, and Cambridge English Qualification scores are valid or accepted for two years. Scores that expire while an application is under review will be considered valid.

Submitting your scores

Your online application will prompt you to attach a scanned copy of your test scores. Your scores must also be sent directly to MIT from ETS, IELTS, or Cambridge. MIT's school code for the TOEFL is 3514. The TOEFL code for the Department of Economics is 84. IELTS and Cambridge do not require a code. Please enter "Massachusetts Institute of Technology- Graduate Admissions."

Official scores must be received from ETS, IELTS, or Cambridge by December 15. Please take your proficiency exam of choice by November 30 to allow for proper reporting time. If your score report arrives shortly after the deadline, it will be accepted, but your application may not be reviewed until your scores are received.

Minimum score requirements

The minimum requirement for the TOEFL is PBT: 600, iBT: 100. The minimum requirement for the IELTS is 7.  The minimum requirement for the Cambridge English Qualifications is a CEFR score of 185.

Your online application will give you the option to attach a scanned copy of your test scores or a screenshot of the scores from the ETS website. You can also send a score report directly to MIT from ETS. MIT's school code for the GRE is 3514. The code for the Department of Economics is 1801.

To allow for your scores to arrive by the application deadline, you should take the GRE by November 30 to allow for reporting time.

Personal statement (optional)

We encourage applicants to include a statement of objectives/personal statement with their application, though it is not required. The statement is an opportunity to explain what makes you a good candidate for the program. You should describe why you wish to attend graduate school, what you would like to study, and any research experience. Describe one or more accomplishments you are particularly proud of that suggest that you will succeed in your chosen area of research. You can also share any unique perspective or life experience that would contribute to the program.   Statements are typically two single-spaced pages.

Application Assistance and Mentoring Program

Many students interested in an economics PhD experience disparate degrees of support in the application process. The Application Assistance and Mentoring Program (AAMP) aims to mitigate these gaps by helping students from underrepresented groups connect with a graduate student mentor in MIT or Harvard’s PhD economics programs.

Mentors can provide:

• Advice on graduate school and fellowship applications, including questions about the application process and feedback on application materials.
• Information about economics research, life as a PhD student or in an academic career, for students who are deciding whether a PhD in economics is the right choice for them.

The AAMP aims to increase the pipeline of diverse talent in economics PhD programs and welcomes participation from all groups underrepresented in economics, including but not limited to: Black, Hispanic-Latinx, Native American, low-income, and LGBTQ+ students, women, students with disabilities, and students who are the first in their families to go to college. The AAMP welcomes participation among students at various stages of their economics studies, including undergraduates and college graduates. The AAMP is open to students who are curious about the academic economics experience and interested in figuring out if it’s right for them. 

Interested participants should fill out the application linked below. We will accept applications until July 17, 2023. Mentorship will begin over the summer and continue through Fall 2023. Mentees who prefer to meet for a single “coffee chat” may indicate their preference on the form. We will do our best to match all interested applicants with a mentor; however, demand may exceed the availability of mentors.

Please note that the MIT / Harvard Economics AAMP is a volunteer-based, student-run program. This program is not considered part of the admissions process for the Economics PhD at MIT or Harvard, nor will any student's participation in the AAMP be considered by the Graduate Admissions Committee at either school.

Please direct any questions to [email protected] . To join the program, please click the link below to fill out the form.

Click here for the application form If you are a faculty, program advisor/coordinator, or student interested in being notified when 2024-2025 AAMP applications open, please fill out this form .

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Graduate School of Arts and Sciences Programs and Policies 2023–2024

• Yale University Publications /
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International and Development Economics

Current edition: graduate archive . click to change..

Economic Growth Center 27 Hillhouse Avenue, 203.432.3610 http://ide.yale.edu M.A.

Director of Graduate Studies Michael Boozer

The Department of Economics offers a one-year program of study in International and Development Economics, leading to the Master of Arts degree. IDE students are diverse in terms of their nationalities and their career paths. Many of our students now come directly from their undergraduate school or a few years of work experience, although we do not exclude any candidate on the basis of work experience or country of origin. After completion of the program, IDE students have gone into various paths, including working in research for academic and nonacademic agencies such as the World Bank, the United Nations, and the Poverty Action Lab. Other students have gone on to further academic work such as law school and to Ph.D. programs in economics, environmental sciences, public health, and similar programs. Many students have returned to their home countries to work for their government or for funding agencies there.

Some students entering the program are required to complete the summer program in English and Mathematics for Economists offered by Yale University. This requirement may be waived for applicants demonstrating exceptional training in economic analysis and a good command of English.

Yale fellowship funds are not available for the IDE program, and students are required to produce certification of the necessary funding prior to enrollment.

The course program requires the completion of eight graduate-level courses, five of which make up the core elements of the IDE program and are required; the remaining three are graduate electives. The required courses are ECON 545 , Microeconomics; ECON 546 , Growth and Macroeconomics; ECON 558 , Econometrics; ECON 559 , Development Econometrics; and ECON 732 , Advanced Economic Development. These required courses are designed to provide a rigorous understanding of the economic theory necessary for economic policy analysis. In special circumstances, in consultation with the DGS, students may receive credit toward the degree for undergraduate language or mathematics classes. An option of a second year of nondegree elective study is available via the special student registration status.

Joint-program options for study with the School of the Environment (YSE) and the School of Public Health (YSPH) are also available. Application to YSE or YSPH must be made simultaneously with the application to the IDE program. Admission to these joint programs is determined by the participating professional school and must be obtained prior to beginning the program. Joint-degree students earn the Master of Arts degree in IDE and the Master of Environmental Studies (YSE) or Master of Public Health (YSPH) degree.

Prospective applicants are encouraged to visit the IDE program website at http://ide.yale.edu . Send questions regarding the program to the Senior Administrative Assistant, International and Development Economics Program, Yale University, PO Box 208269, New Haven CT 06520-8269; email, [email protected] .

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Econometrics

Yale has one of the finest research groups in econometrics in the world. The Economics Department has consistently led international rankings in econometrics over the last several decades.

Our faculty have research interests in all the major fields of econometrics, and the Economics Department provides a rich training ground and finishing school for aspiring econometricians. Since its inception, the Department has nurtured the development of prominent econometricians working in universities, government agencies, or the financial industry. The Econometrics group has close interactions with applied fields, particularly industrial organization, labor, macroeconomics, development, structural microeconomics, and finance. These interactions assist our graduate students to develop applied interests to accompany their research in econometric theory.

Following its longstanding tradition of supporting research in quantitative economics, the Cowles Foundation provides a uniquely supportive environment for econometric work in all its modern manifestations. From theory to practice, we conduct and support research across a growing number of sub-disciplines from time series econometrics and financial econometrics to microeconometrics and spatial econometrics. The Cowles Foundation funds a regular influx of short term and long term academic visitors, postdocs, and doctoral students from other institutions, who contribute to the research atmosphere in econometrics. The Cowles Foundation has hosted the journal Econometric Theory since its establishment in 1985.

Seminars and Conferences

The Department runs three weekly workshop meetings in econometrics. A formal Econometrics Seminar hosts speakers from other universities to report on their latest research and to provide overviews of developing research areas. A less formal Econometrics Research Workshop enables students and faculty to discuss their own ongoing work. The Workshop also provides a venue for short term visitors to discuss extensions and applications of the work presented in the Econometrics Seminar. Finally, the Econometrics Prospectus Lunch is intended primarily for our graduate students to assist them in moving forward with their own research agendas. The Lunch is also a convenient venue for our former students who are working in government or industry to report on their work in these sectors.

Every year, the Econometrics Program hosts a summer conference to bring together top economists in the field to present new research. Recent conferences have covered a wide variety of topics, including multiway empirical likelihood, testing with many restrictions under heteroskedasticity, treatment effect estimation with estimation of compliance, identification of average marginal effects in fixed effect logit models, maximum score-type estimation of models with single or multi-indices, estimation in panels with interactive fixed effects with a low rank structure, randomization inference methods for cluster-randomized experiments, matrix extensions of quantile treatment effects in networks, panels, and scenarios, treatment allocation rules when the welfare criterion is nonlinear, partial identification of demand under attention overload, minimax stopping rule in dynamic experiments, and cointegration with many time series.

For more information about the Econometrics summer conferences, see the Cowles Conferences and Workshops page .

Graduate Teaching and Research

The Department offers an intensive six semester sequence of courses in econometric theory and its applications. These courses enable incoming students to cover foundational material in probability theory and econometric methods. Students with strong backgrounds are encouraged to enter the second year sequence which covers modern asymptotic theory, parametric and nonparametric modeling, time series, panel data methods, and microeconometrics. Further advanced topics courses are available in the following year as well as courses taught by faculty who specialize in empirical work.

For detailed field descriptions, please see the Department’s PhD Program Page .

• Academic Programs
• Master’s Programs
• Joint Degree Programs

Economics (MA)

Joint degree in International and Development Economics with the Yale Graduate School of Arts and Sciences

On This Page

Program overview.

In 1984, the faculties of the Economics Department and of the School of the Environment recognized the value of integrating instruction in economic development and in natural resources and formalized a degree program that, in two and one-half years, leads to both the Master of Arts degree in Economics and one of four degrees from the School of the Environment. The program is designed for individuals who envision careers whose central missions relate natural resource or environmental issues to economic development or trade.

Students in the 2.5-year joint program earn a Master of Arts degree (MA)  in International and Development Economics (IDE) from Yale’s Graduate School of Arts and Sciences (GSAS)  and one of four degrees from the School of the Environment (YSE), Master of Environmental Management (MEM), Master of Environmental Science (MESc), Master of Forest Science (MFS), or Master of Forestry (MF).   Pursuing a joint program reduces the total time of study by one year.

Course of Study

Each environment degree program requires a completion of 36 credits as well as a summer internship and a thesis or a capstone project. In addition, all joint-degree students are required to attend two weeks of technical skills training (“MODs”) before beginning their studies at YSE. These are hands-on workshops, offered every August, that teach plant identification, ecosystems management, land measurement, and urban ecosystem analysis. Please see Degree Programs at YSE for more information.   For the Master of Arts degree, the IDE program of study revolves around a core curriculum of six required courses, and at least two elective courses of each student’s choosing. The core courses are designed to provide students with rigorous academic training, as well as with tools that can be used in policy analysis. These semester-long courses are required of all students. See IDE Core Curriculum for more information.

Pathway Options

Students may begin their studies at the School of the Environment (YSE) or at the Graduate School of Arts and Sciences (GSAS).

Each school individually admits students in accordance with its own criteria. Prospective students may apply to the program prior to matriculation by submitting a separate application to each school during a single admissions cycle. For more information on admission, please visit YSE Masters Admissions and the Graduate School of Arts and Sciences .

Students pay tuition for three semesters at YSE, and two semesters at GSAS. For more information on applying for financial aid at YSE, please see the YSE financial aid website . Any financial aid awarded for YSE will only apply to the terms that the student is enrolled at YSE. Financial aid is not available for the IDE program. See the GSAS Funding for Master's Students page for more information about sources of funding. 

Contact Info

School of the Environment 195 Prospect Street New Haven, CT 06511 Phone: 800 825-0330 [email protected]

International and Development Economics Program 27 Hillhouse Ave. New Haven, CT 06520 Phone: 203 432-3610 [email protected] Michael Boozer , Director of Graduate Studies (IDE)

Degree Awarded

Master of Arts in International and Development Economics — MA (Joint Degree)

Program Duration

Required credit hours.

36 Credits (YSE) and 8 Courses (GSAS)

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International and Development Economics

The IDE Program is a one-year Master's program intended to help students build the necessary toolkit for embracing obstacles in their future careers.

The global economic environment has become increasingly complex and poses a myriad of new challenges for policy and data analysts and professionals in all fields.

The ability to respond to rapid changes in this environment requires that leaders have a detailed understanding of the economic forces that affect economic outcomes. Careful economic policy analysis requires practitioners who can make use of the most current theoretical academic literature, as well as do empirical and econometric analysis using the latest approaches and methods.

No longer accepting applications

Visit the  GSAS Application site  for more information!

• The Program
• Prospective Students

The IDE program at Yale University, housed within the  Economic Growth Center (EGC) and the Department of Economics, is a one-year Masters program intended to help students build the necessary toolkit for embracing such obstacles in their future careers, whether as career practitioners and economic analysts or to follow a path through the policy analysis field on their way to subsequent Ph.D. work.

This site is to inform prospective students of the program, the university and life in New Haven. We encourage prospective students to also visit the website of the  Yale Graduate School of Arts and Sciences (GSAS) for more information on the application procedure, policies, living in New Haven and other Yale facilities that are all open to IDE Students.

Additionally, this site will provide current students with access to all information they need on a daily basis and the rich alumni network. In the last 65 years, graduates have followed careers in all sectors of work. We encourage current students to reach out to alumni and benefit from their advice.

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Commencement 2024: a celebration of community.

(Photo by Dan Renzetti)

As members of Yale’s Class of 2024 gathered Monday morning before proceeding to Old Campus for the university’s 323rd Commencement, they generated the kind of joyous din that was harder to muster when many of them started at Yale, given pandemic conditions then. But those days are now well past, and the graduates looked forward to a well-earned celebration.

Julia Wang, standing with friends from Berkeley College, took a moment to appreciate the profound sense of community that marked her Yale years.

“ I will miss living so close to all my best friends,” said Wang, who majored in molecular, cellular, and developmental biology and education studies. “I think the community that I found at Yale is definitely one of my favorite things about the last four years. In Berkeley College, I found a family.”

Soon, Wang and her classmates joined a tide of students from across Yale — representing every undergraduate residential college and all the graduate and professional schools — toward a sun-dappled Old Campus, where thousands of family members and friends awaited them.

The Yale University concert band played as legions of soon-to-be graduates filed into their seats. And on the main stage, Yale President Peter Salovey, presiding over his final commencement as Yale’s leader before his return to the faculty in June, welcomed the graduates and guests alike.

“ We gather to recognize the extraordinary accomplishments of all of you who have worked so hard to complete your programs of study,” Salovey began. “We salute your effort, your diligence, your talent and intellect.”   

University Chaplain Maytal Saltiel offered an opening prayer.

“ Loving and divine spirit called on by many names, we come here today as a resplendent tapestry of your creation,” she said in part. “We come in humility and celebration having delved into the nooks and crannies of your handiwork, unearthing the elements of your truth and light in the library stacks and laboratories, studios and stadiums, clinics and classrooms of this campus.”

The happy business of the event — the conferring of degrees — began with Yale College and continued through the 13 professional schools and the Graduate School of Arts and Sciences . All told, about 4,400 graduates received degrees across the university, including more than 1,675 undergraduates from Yale College.

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Per tradition, Salovey conferred the degrees — with all their “rights and responsibilities.” (And in a couple cases, as that of the law school, the president cheerfully pledged to confer the degrees; some Yale schools conclude the year later than the rest.)

After degrees were bestowed on the Yale School of Nursing graduates, the group unleashed a shower of confetti and silly string.

An offering of thanks

Following the conferral of degrees, Provost Scott Strobel joined Salovey in presenting honorary degrees to eight individuals — including a retired associate justice of the U.S. Supreme Court, a Nobel Prize-winning molecular geneticist, and a trailblazing physician and health policy leader — who have made pioneering achievements or exemplary contributions to the common good. ( See related story for details.)

Strobel suprised Salovey by presenting a ninth honorary degree, a Doctor of Humane Letters, to Salovey himself, recognizing his more than four decades of service to Yale, including the past 11 as the university’s 23rd president.

“ When you were appointed, you said you hoped to help a great university create a more accessible, a more innovative, and a more excellent Yale,” Strobel said of Salovey, who has held more senior leadership positions at Yale than anyone in the university’s 322-year history. “You have done all three.”

The honorary degree citation noted some of the major accomplishments that marked Salovey’s presidency, including a productive university relationship with the City of New Haven that strengthened the local economy; an increase in the socioeconomic and geographic diversity of the student body, academic departments, and professional schools; and historic enhancements in Yale’s ability to make scholarly discoveries and meet pressing societal challenges.

“ From the start of your presidency you have inspired us to look beyond our schools, our departments, our disciplines,” Strobel said. “You have inspired us to create a Yale that is more unified. As you return to the faculty, Yale offers its thanks. We gratefully confer on you your fourth Yale degree, Doctor of Humane Letters.”

‘ Build bridges rather than walls’

After the closing hymn, “Let Light and Truth Suffuse the Mind,” Gregory Sterling, dean of Yale Divinity School, led all gathered in a benediction:

“ You who are within us, enlarge our hearts to serve. Humble us to place others before ourselves. Calm our souls in the tumult of our world. Help us resolve to build bridges rather than walls.”

Throughout the day of celebration, families expressed pride in their graduates; and graduates offered thanks to those whose loving sacrifices enabled their success.

For Leleda Beraki, a graduating senior from Branford College and former president of the Yale College Council, the occasion was an opportunity to express her immense gratitude to her family and parents, Eritrean refugees who moved to the United States 15 years ago so that she could pursue her education here.

“ My graduation is the culmination of all the sacrifices they’ve made,” said Beraki, who will intern at the World Bank doing policy work related to global health before returning to campus next fall to complete a master’s degree in public health. “I owe all of my success to them. And all of my future achievements will result from the foundation of their sacrifices.”

Jonathan Weiss, a senior from Pauli Murray College, described mixed feelings of sadness and excitement.

“ I really love my Pauli Murray community here and I loved being a music major,” said Weiss, a composer who is writing a musical about Melusina, a fairy in European folklore who has the body of a serpent from the waist down. “It was the first chance in my life to really do what I wanted to do full time. It’s really bittersweet.”

After graduation, Weiss will remain in New Haven as one of two recipients of a Chauncey Fellowship, awarded by the Community Foundation for Greater New Haven for college graduates pursuing the arts or community projects.

“ My experience at Yale has been exhausting and joyful every step of the way,” he said. “Exhausting because I’m doing everything that I want to do.”

Abigail Jones, who earned her master’s of science in nursing from the Yale School of Nursing, was looking forward to celebrating with her classmates.

“ We came from all kinds of walks of life and to be studying the same thing together for three years was really fun,” said Jones, who next will pursue a critical-care fellowship at Emory University in Atlanta. “It just feels like a big family.”

• Yale College 2024: Meet some of the graduates
• Yale awards nine honorary degrees
• ‘Until we meet again’ — Baccalaureate and Class Day at Yale

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Yale Economic Growth Center

EGC Celebrates the Class of 2024, their achievements and future plans

A diverse group of students passionate about international development – Economics PhDs, IDE masters students, and our own Postgraduate Associates and Interns – are moving on. The Economic Growth Center community congratulates them on their achievements and looks forward to their next steps.

2024 Economics PhDs in Development and Trade

Alvaro Cox Lescano has worked at the intersection of development economics, macroeconomics, and the economics of education. After a one-year postdoc at the University of Oslo, he will join the University Carlos III of Madrid as an Assistant Professor.

I am incredibly grateful for my time at Yale. Throughout my Ph.D. program, I received rigorous training from amazing and caring professors. The research environment, including seminars and conferences, many of which were sponsored by EGC, boosted my learning and passion for economic development and growth. I also had the opportunity to meet smart and motivated peers who shaped my understanding of economics through friendly and engaging discussions. My professors, the research environment, and friends were crucial in writing my dissertation and making my time at Yale and EGC an unforgettable experience. – Alvaro Cox Lescano

Alvaro's research focuses on the causal effect of education on economic growth and the structural transformation in the economy. Alvaro addresses the identification challenge by investigating the impact of an educational reform implemented in Brazil in 1996 that expanded significantly access to university education in the country. He highlights the diverse effects of this policy reform across various local Brazilian labor markets with distinct initial conditions. To assess the reform's causal effect on Brazilian economic development, Alvaro constructs and estimates a structural model focused on individuals' decisions regarding college education. His findings suggest that, without the reform, Brazil's GDP per capita growth between 2000 and 2010 would have been 18% lower than the actual observed growth. Additionally, the decline in agricultural employment would have been 7% slower. Alvaro's paper marks a substantial advancement in addressing a fundamental question within the growth and development literature. It stands as a major contribution deserving of significant attention. – Fabrizio Zilibotti, Tuntex Professor of International and Development Economics

Alvaro’s paper is a terrific example of the kind of research that I would characterize as the “Yale brand.” It starts from an important, policy-relevant question: how does the expansion of human capital through improvements in college access affect the process of economic development and structural change? It then draws on a wide range of data sources and methodological techniques to answer this question in the best way possible and Alvaro’s curiosity and intellectual openness is palpable on every single page. It is a paper that many people will enjoy reading and I am proud of having been a part of it. – Michael Peters, Associate Professor of Economics

Mirco Dinelli has focused on environmental economics and macroeconomics, and especially fiscal policy. He will join St. John Fisher University in Rochester, NY as an Assistant Professor. 

I am very grateful to Yale for giving me the chance to grow as a scholar and as a teacher. I appreciate my classmates, who are as supportive as they are talented, my brilliant and dedicated advisors and thesis readers, and everyone else who taught me and helped me improve my work. – Mirco Dinelli

I still remember when Mirco told us about his idea at the beginning of the third year. Fabrizio and I immediately said: “This is it. This should be your job market paper.” Research ideas rarely get formed so quickly and it is a sign that Mirco chose a topic he deeply cares about. And the final product is astonishing: Mirco tackled an extremely hard problem and made it work with ample grit and hours of guess-and-verify. I am still amazed that it worked. – Michael Peters, Associate Professor of Economics

Mirco’s research investigates the politico-economic determinants of environmental protection policy. The core challenge lies in the fact that safeguarding the environment requires costly policy interventions today, primarily burdening the current adult and elderly generations. However, the primary beneficiaries of such policies are the younger and future generations. Some scholars have suggested government debt, in the form of climate bonds, as a potential solution: governments could issue debt to fund environmental initiatives and then repay it through increased taxes on future generations. Mirco's research indicates that this straightforward approach might fail if its implementation is constrained by natural political factors inherent in a democratic process. While relaxing restrictions on government debt could free up more resources for expenditure, these resources remain fungible, and successive elected governments, swayed by voter demands, might opt to allocate the additional funds to areas unrelated to environmental protection. Mirco identifies ‘constitutional constraints’ on spending that could ensure the success of climate bonds in achieving their intended objectives. This research addresses pressing contemporary issues and offers insights with direct policy implications. – Fabrizio Zilibotti, Tuntex Professor of International and Development Economics

Rodrigo Guerrero has focused on household behavior, education, and gender inequality. After graduation, he will join Analysis Group as an Associate in their Chicago office. Guerrero received the Sylff Fellowship  in 2020-21 and 2021-22.

I've had a fantastic experience at Yale and I will dearly miss the people I shared this journey with. I am extremely grateful to EGC faculty and staff for their unconditional support and mentorship. For their generous support, I thank the Ryoichi Sasakawa Young Leaders Fellowship Fund (Sylff) and the Carlos F. Diaz-Alejandro fund. Finally, I would like to express my deepest gratitude to the Yale Library for acquiring the data that made my dissertation possible. – Rodrigo Guerrero

Working with Rodrigo was a delight. This was really his project from the beginning. We gave him inputs along the way, but he was the driving force. Rodrigo’s research on parental loss looks at an important topic, disentangles the mechanisms, and then tells us something about policy through the lens of a model. Until now we haven’t known the effect of parental loss on education. Rodrigo’s work begins by establishing that losing a parent actually does have negative consequences for educational attainment. That in itself is a contribution. But then he moves on to think quite seriously about the mechanisms underlying the effect of parental death on a child’s education. What he finds is that when the man dies, the son gets pulled out of school in order to compensate for the loss of income; the mother, who would otherwise not be working, also enters the work force; and as a result of that, the daughter gets pulled out of school to take the mother’s place in the home. When the mother dies, of course the daughter gets pulled out of school. But the son gets pulled out of school as well. And that suggests that perhaps it’s not just a story about resources, but also preferences: when the mother dies, it’s the father’s preferences that matter, and as Rodrigo shows, men have lower value for children’s education than women do. The final step in the analysis is to estimate a model of intrahousehold bargaining, time use, and education. Rodrigo uses that model to understand the effect of different policies, and this really completes the picture. At the end of the day, we want to know what policies are going to work and what’s not going to work. To do that, you really need to think more fundamentally about how these decisions are made. Rodrigo’s research does that in a very complete way. – Kaivan Munshi, Professor of Economics

Rodrigo Juan Guerrero Castañeda has written an outstanding thesis examining both by how much and how the death of a parent in a low-income country affects children’s schooling and time use. Beyond just comparing the effects of the deaths of a mother and a father on the schooling of boys and girls separately, he goes after the mechanisms. One of the challenges of studying parental deaths is that they are rare. Rodrigo exploits a relatively new and very large data set from India that not only has a large number of nationally-representative households, and thus a large number of widows and widowers, but is also a panel with elicitations occurring three times each year. There are two key advances of this research. The first is that it provides credible estimates for the first time of the effects of parental mortality, by gender, on the time use of children, by gender. The second accomplishment, which is even more ambitious, is the identification of the separate mechanisms by which parental death affects children’s time use separately by the genders of the parents and children. He employs a model of the collective household from which he obtains estimates of structural parameters. The model incorporates differing parental preferences by gender for children's schooling; parental bargaining power; the division of labor by mothers, daughters, and sons; the production of human capital; and household production. The estimates of the parameters of the model indicate that mothers favor the schooling of daughters relative to fathers and that the loss of household production plays a key role in what happens to sons and daughters when their mother dies. He thus shows for the first time that a mother's death is just as consequential for children's welfare as the death of a father even in a context in which the father is the only parent earning income. – Mark Rosenzweig, Frank Altschul Professor of Economics and Professor of Management

Nghiem Huynh has focused on development economics and international trade. He will join the Department of Economics at the University of Oklahoma as an Assistant Professor. Huynh received the Sylff Fellowship  in 2022-23.

I am immensely grateful for the generous guidance and support from the faculty at Yale, particularly those at the Economic Growth Center (EGC). EGC provides tremendous resources, including research grants that have enabled me to gain access to crucial data and travel to conduct my research in developing country contexts. These grants, combined with the opportunities to connect with world-class faculty during their visits to the many conferences and sponsored events, have been invaluable in my learning and growth during my time at Yale. I am deeply thankful to the faculty and staff for their understanding and unwavering support. – Nghiem Huynh

Nghiem Huynh threw himself into his project on spatial inequality in Vietnam, collecting micro data, documenting policy changes, modeling the dynamic economy, and solving computational problems. His enthusiasm, skill, and hard work along all these dimensions made the advising process very rewarding. Nghiem’s dissertation began as a simple difference-in-differences analysis of a quirky tax reform in Vietnam. It grew into a general-equilibrium appraisal of policies to reduce spatial inequality. In the process, Nghiem modeled the dynamic features of Vietnam’s actual tax reform, which gave tax breaks for just a few years to firms entering disadvantaged locations. He found that even such temporary tax breaks, if combined with the removal of barriers to worker mobility, could reduce inequality in Vietnam. – Samuel Kortum, Director of the Cowles Foundation, James Burrows Moffatt Professor of Economics and Professor of Management

Ryungha Oh has focused on macroeconomics and international trade. She will join the University of Chicago Booth School of Business as an Assistant Professor. Oh received the Sylff Fellowship  in 2020-21 and 2022-23.

I will always cherish the connections I made at Yale. From my advisors to my friends, everyone communicated with a truly open heart and generously shared their time with me. The many meetings, discussions, and conversations over the past six years have shaped who I am today, and I look forward to sharing what I've learned and experienced here with others in new places. – Ryungha Oh

On October 24, 2018, 2:05pm I wrote the following email to Ryungha: ‘I just wanted to reach out personally to congratulate you on your macro midterm – it was truly impressive and it was a joy to read. I sincerely hope you consider doing more work in macro as you clearly have the talent.’ Obviously, I was right. But it was not really difficult to be right on that one because the clarity of her thinking was impossible to miss. Ryungha’s talent for macroeconomic research is on ample display in her deep body of work that comprises her dissertation. Her solo-authored work on two-sided spatial sorting is groundbreaking and represents an immense contribution to the existing literature. The idea that ‘good’ firms want to be close to ‘good’ workers seems so intuitive that one wonders why no one has formalized it. As it happens, doing so is quite difficult and it took someone like Ryungha to make progress. I am sure that plenty of people will build on her work in the years to come. I consider myself extremely grateful for having had the chance to meet her, to work with her, and to learn from her. She will be missed at Yale! PS: Her response to my October 24 email came two hours later and she wrote ‘It is a real surprise as I wasn't that happy with my midterm.’ I have yet to figure out how she could not be happy with a midterm that, literally, scored 100/100 :) – Michael Peters, Associate Professor of Economics

Ryungha’s thesis breaks new ground in the analysis of spatial inequality in income and, especially, the efficiency properties of these spatial disparities. She analyzes these issues from a novel and highly realistic angle, taking into account that both workers and firms sort across locations. The key to understand the effects of spatial policies in her model is that productivity is embodied in workers and firms, not in locations themselves. Thus, if both productive workers and productive firms leave the big cities that suffer from congestion, profitable worker-firm matches can be preserved while saving congestion costs---a profoundly different implication compared with benchmark models of either worker or firm sorting across heterogeneous locations. I expect Ryungha’s work to become a standard reference in the literature on spatial inequality. – Ilse Lindenlaub, Associate Professor of Economics

Bernardo Ribeiro has focused on technological change, institutions, economic growth, and development. After spending the 2024–25 academic year as a Postdoctoral Associate at Princeton University, affiliated with the Louis A. Simpson Center for the Study of Macroeconomics and the Department of Economics, he will join the Einaudi Institute for Economics and Finance (EIEF) in Rome as an Assistant Professor in 2025.

My time at Yale was transformative. I was exposed to an environment where the flow of ideas, knowledge, and insights is breathtaking. It was fascinating how, virtually every day for six academic years, there was so much to learn and new skills to develop. It felt like I was being transformed for the better every day, constantly taken out of my comfort zone and pushed to learn, create and communicate new ideas. I am very grateful to all the faculty, staff, and students who made this possible. – Bernardo Ribeiro

Bernardo’s job market paper is a paper that everyone who has ever worked in the literature on growth would have loved to have written. The insight is (once you see it!) simple and the execution is beautiful. Most of all, I am very grateful for Bernardo’s persistence: there were days when I had doubts that the theory would work. But Bernardo pushed through, proved me wrong, and found a mathematical characterization, that is so tractable that everything seems easy. Thanks for allowing me to be part of the ride! – Michael Peters, Associate Professor of Economics

In his research, Bernardo presents a groundbreaking theory that offers valuable insights for policy. His model depicts an economy characterized by continuous technological advancements, with research endeavors dispersed among an expanding range of technologies. Through a thorough examination of two centuries of patent data, Bernardo identifies empirical patterns of innovation that align with the predictions of his theory. The theory underscores a novel form of misallocation of research efforts stemming from profit-maximizing firms' tendency to overly invest in refining mature technologies. This inefficiency hampers the development of emerging technologies near the technological frontier and slows down average productivity growth. Policy interventions, such as subsidies to research programs targeting new technologies (a strategy commonly employed by research agencies like the National Science Foundation), can yield significant effects on welfare and growth. Bernardo's findings also carry implications for developing nations, where firms must weigh the allocation of efforts between enhancing existing local technologies or adopting new ones from the global frontier. – Fabrizio Zilibotti, Tuntex Professor of International and Development Economics

Siu Yuat Wong focuses on migration which is both temporary and permanent, and its intersection with child development and climate change. He will begin a postdoctoral research position at Stanford University. Wong received the Sylff Fellowship  in 2018-19.

I am deeply appreciative of the opportunities afforded to me by the Economic Growth Center and the Department of Economics. The research and data collection I conducted were only made possible through their generous financial support and the invaluable academic guidance of faculty members. The collaborative atmosphere and encouragement from faculty, friends, colleagues, and peers enabled my research to surpass my initial expectations. – Siu Yuat Wong

Siu Yuat Wong has written an impressive thesis where he combines administrative data from the education and labor ministries of the Philippines with his own survey data to quantify the effects of international migration on childrens’ academic performance. The study significantly extends previous knowledge of migration effects on children by examining its heterogeneous effects, specifically on how the migration of parents differentially affects children by when in the children's life a parent leaves the household, by whether it is the mother or father who leaves, and by the educational attainment of the parent. The empirical specifications are informed by a dynamic model emphasizing the age-dependence of parental absence on children's development and the dual role of migration in affecting both parental interactions with children and the level of educational resources. The model is quantified, which enables interesting counter-factual policies aimed at minimizing the negative consequences for children of parental migration. However, one of the additional innovative features of the work is that it shows parents are aware of the consequences of their migration on their children's human capital, with their migration decisions shaped by their children's ages and inherent abilities. – Mark Rosenzweig, Frank Altschul Professor of Economics and Professor of Management

Siu Yuat produced an impressive dissertation paper that provides a credible answer to a very important question: what is the net effect of parent or migration choices on children left behind? Filipino men and women emigrate in pursuit of better livelihood opportunities, but this often comes at the cost of family separation because a very common migration modality is a parent traveling alone leaving their children behind. That makes the net effect of that migration on the children left behind ambiguous, because while the children presumably benefit from their parents’ enhanced earnings opportunities, they may also suffer from the parental absence. He shows that the net effect depends on whether the father or the mother migrates, and at what age (of the child) the parent leaves. The answer also depends on other background conditions, such as the parents’ education levels, and whether a grandparent is present in the house. The paper is especially impressive given the astounding amount of primary data he had to collect as a graduate student. He partnered with the government migration agency to construct a sampling frame of would-be migrants and reach them. He then conducted detailed primary surveys of 1100 migrant families selected randomly from this sampling frame. Next, he had to identify those families’ children’s information in government databases and merge his survey data with administrative records and child test scores from the Philippines Department of Education, as well as administrative data from other government agencies. He had to do the bulk of his data collection work in the middle of the pandemic. – Mushfiq Mobarak, Jerome Kasoff ’54 Professor of Management and Economics

Wei Xiang has worked at the intersection of international trade, economic growth, and environmental economics. He will join the University of Michigan as an Assistant Professor in 2025, following a Postdoctoral Fellowship in Fall 2024. Xiang received the Sylff Fellowship  in 2021-22.

My years at Yale have been both enjoyable and productive. The guidance from my EGC advisors and the support of my EGC colleagues have been pivotal in shaping my academic journey. – Wei Xiang

Wei's dissertation investigates the implications of national environmental policies in a global context where multinational corporations can relocate their production activities across borders. A unique aspect of his study, relative to existing international trade literature, is the consideration of the endogenous dynamic response of innovation to policy incentives. He demonstrates that stricter domestic environmental policies result in a noticeable uptick in the generation of clean patents by local firms. However, in the short term, multinational corporations also react by moving production facilities to regions with lax environmental regulations. This response initially appears to render local environmental regulations costly and little effective. Nonetheless, Wei shows with the aid of an estimated structural model that the efficacy of regulation improves substantially over time as it stimulates research and development in clean technologies, ultimately reversing the initial carbon leakage. This is a very important research program that will have a long-lasting impact on different fields of economics. – Fabrizio Zilibotti, Tuntex Professor of International and Development Economics

Qianyao Ye has focused on understanding the determinants of the human capital development process. She will join Xiamen University as an Assistant Professor.

My time at Yale has been transformative. I received solid training in economics, learned how to answer important questions, and was exposed to cutting-edge research. It is the place where I have grown as a researcher, and I am extremely grateful to have been surrounded by remarkable and supportive faculty and colleagues. – Qianyao Ye

Qianyao has studied the process of child development in poor neighborhoods. Her thesis presents some truly novel and original research as she considers the impact of ‘social capital’ in the process of child development at different ages. While the role of such inputs has been studied in other disciplines, it has never been quantified or studied in economics. In her research, Qianyao uses a variety of data sources and a latent factor model to construct a quantitative measure of social capital as experienced by individuals in different neighborhoods in Chicago. She then uses the variation induced by urban demolitions to estimate the role of social capital in child development, revealing its importance across multiple dimensions of development. This is an original and innovative piece of research with deep policy relevance. – Orazio Attanasio, Cowles Professor of Economics

International and Development Economics (IDE) Masters Students

This year’s graduates of the International and Development Economics Master’s program will go on to a variety of positions in academia, finance, and policy. We highlight just a few:

Ezeriki Emetonjor will begin a Research Assistantship at the Wharton Business School in the Real Estate Center.

The IDE program has been incredibly rewarding. The diverse instruction I received across core and elective classes has equipped me with a broad skill set, opening up numerous opportunities, especially in policy and academia. However, it's the camaraderie and support from my fellow classmates that have truly shaped my learning journey. Their generosity in sharing their knowledge and cultural perspectives has been invaluable, making this experience far more enriching than I could have imagined. – Ezeriki Emetonjor

Dili Maduabum will join the University of Michigan as a PhD student in Economics.

I enjoyed my time at Yale, especially working with my cohort members. I have met some of my lifelong friends here, which I didn’t think was possible in such a short time. – Dili Maduabum

Emma Shen will join Deloitte NYC as a Tax Consultant in the Transfer Pricing Group.

I am truly grateful for the flexibility and support of the IDE program. I could select classes across various fields to explore my interests, and I felt so relaxed and motivated by interactions with mentors and fellow students. I'm going to miss my days at IDE so much! – Emma Shen

Sunteng Yu will join China Merchants Bank in its Shenzhen headquarters as a management trainee for the investment banking and financial markets departments.

With the spectacular teaching and guidance of Prof. Mike Boozer, Prof. Ana Cecilia Fieler, and Prof. Bill English, the IDE program gave me precious opportunities to navigate through the complicated corridor between theoretical understanding and real-world policy endeavors. – Sunteng Yu

Shuzhe (Rosemary) Zhang will work as a predoc in Wharton’s Business Economics and Public Policy Department for Professors Shing-Yi Wang and Susanna Berkouwer.

The IDE program provided me with a pressure-free platform for exploring my research interests. The coursework deepened my understanding of economic concepts applied to global development challenges. My research assistantship with Inclusion Economics not only enhanced my analysis and programming skills but also demonstrated how economic research can drive social change and underscored the importance of empathy in research. – Shuzhe (Rosemary) Zhang

Yirui Zhao will begin a PhD in Economics at the University of Wisconsin, Madison.

I found many friends who are passionate about economic research from the IDE program. I also benefited from the generous guidance of outstanding faculty here a lot. Their support has made my journey in economics a shared and fulfilling adventure. – Yirui Zhao

EGC Postgraduate Associates

Hema Balarama began serving as a postgraduate associate at EGC in July 2022, focusing on gender portfolio projects in Raipur, India, and Nairobi, Kenya. Following her two years at EGC, Hema will begin a PhD in Economics at the London School of Economics.

My time as a postgraduate associate at EGC and Inclusion Economics was transformative. I was immersed in a vibrant research environment and was able to explore frontier topics in the field. Additionally, I forged lasting friendships and connections that broadened my perspective and provided invaluable support and mentorship, making my time at Yale incredibly fulfilling. – Hema Balarama

Hema impressed us with her strong analytical skills and willingness to take on new tasks. She is a creative scholar driven by a passion for economic justice and I am excited to follow her work at LSE. – Rohini Pande, Henry J. Heinz II Professor of Economics and Director of the Economic Growth Center

Viyaleta Farysheuskaya began her predoctoral fellowship in September 2022 and has worked with Professors Lauren Falcao Bergquist and Amit Khandelwal. She is currently seeking a position in which she can apply her research skills to shape policies in the development area.

This predoctoral fellowship has provided a remarkable opportunity to immerse myself in cutting-edge economic research, fostering both professional and personal growth. Under the mentorship of Professors Lauren Bergquist and Amit Khandelwal, alongside their esteemed colleagues, I've gained invaluable hands-on experience with various stages of economic research, learning to challenge conventional wisdom and embrace new frontiers. The patient support and companionship of my fellow predoctoral fellows has nurtured my growth and served as ongoing sources of inspiration. Lastly, the vibrant EGC and Tobin community, with its enriching seminars, events, and casual conversations, has further enhanced my experience, serving as a cornerstone for my development. – Viyaleta Farysheuskaya

Viyaleta has been a major asset to our team, bringing intellect, hard-work, and a positive attitude to work spanning the globe – from coffee markets in Uganda to industrial trade fairs in Chile. We look forward to seeing all that she will do in her career! – Lauren Falcao Bergquist, Assistant Professor of Economics & Global Affairs

Gariyasi Garg leaves Yale this summer, and will spend the summer assisting with research in Bihar, India for the Inclusion Economics initiative.

During my time as a predoc at EGC, I cultivated a strong sense of independence and honed my skills of learning-by-doing whether while cleaning and analyzing data in a coding language I had never used before, or learning about and using state-of-the-art machine learning tools to aid analysis. The encouraging work culture at EGC helped me realize that I don’t need to wait to be formally taught all the fascinating and powerful tools and frameworks being used by economists today. Additionally, observing first-hand how accomplished academics at different institutions think about pressing political and economic problems was eye-opening. The highlight of my tenure at EGC, though, was the time spent in the field speaking to research subjects, key stakeholders, and the field team – witnessing the scale and complexity of development challenges, the research process, and the journey toward policy solutions was insightful and motivating. – Gariyasi Garg

It has been a pleasure working with Gariyasi. I have been consistently impressed with her ability to quickly grasp economic concepts, project details, and technical skills, and by how she puts her abilities to good use across multiple studies. Gariyasi provides thoughtful input, is a structured thinker, and – crucially – is a collaborative colleague who seeks to apply her skills to address real-world problems. I am excited to see what she makes of this rare combination of talent and commitment!  – Charity Troyer Moore, Scientific Director, Inclusion Economics at Yale University

EGC Interns and Undergraduates Focusing on Development

Eda Aker graduates with a degree in Global Affairs. She started working as a Development Economics Communications Intern with EGC in June 2022 and continued during the 2023-24 academic year, contributing to various tasks, ranging from editorial work on Inclusion Economics projects to helping launch a podcast discussing development economics to writing a profile on a MacArthur award winner. She plans to go to work at JPMorgan for a while, before eventually pursuing grad school. 

I am extremely grateful to have had the opportunity to work with EGC! From day one, the welcoming and supportive nature of the community has stood out in my experience. I have felt included in every conversation and was able to work on a wide range of projects — from podcasts to profiles! – Eda Aker

Eda came to us as an experienced journalist at Yale Daily News, and it showed in her writing: she was able to present an interesting story that engaged the reader before leading them into complex ideas in development economics. A year later, she became too busy with other projects – including running the Yale human rights journal – to work for us. But I insisted on keeping her on to mentor our more junior interns by meeting them and giving them line edits during in-person working meetings. Although she is not following my strong recommendation to become a journalist, she has great things planned, and I wish her the very best. – Vestal McIntyre, EGC Communications Director

Atl Castro Asmussen   graduates with a B.A. in Political Science. Starting in Spring, 2022, Atl provided administrative support to EGC Communications by writing articles, building EGC’s website, and helping present the center’s research in an accessible and visually appealing way. He is passionate about journalism and legal research, leveraging writing as a tool to enhance the reliability and transparency of political news.

My time with EGC has been transformative, not just because of the skills I’ve acquired in communicating policy but also in the friendships I’ve forged. EGC maintains a unique sense of community that makes going into the office a highlight of my week.” –  Atl Castro Asmussen

Atl holds the distinction of being the longest-serving EGC intern ever. We’ve never let him go because he’s simply too good: from writing excellent research articles (like his overview of a recent Trade, Markets and Development conference), to assisting us with our Annual Report, to being the “roaming mic” at many of our public events – Atl is completely ingrained in EGC operations and community. I would say I will miss having him in the office every week and bonding over our love of Stevie Nicks (among other more highbrow subjects), but I know we’ll continue to be in touch. Thank you, Atl, for your years of service to EGC and Inclusion Economics!” – Vestal McIntyre, EGC Communications Director  

Bilal Moin graduates with degrees in Economics & Mathematics and in Global Affairs, having written a senior thesis on the impacts of federal state reorganization on developmental outcomes in India. As an Economics Research intern at EGC during the summer of 2021, Bilal assisted in the development, deployment, and analysis of large-scale surveys of migrant workers in India and contributed to a project aimed at enhancing safety nets in India through government monitoring and social audit mechanisms. Beginning in 2022, he also served as the founding President of the Salus Populi Foundation , Yale's EGC-supported, student-led organization focusing on international development. Bilal will continue his studies by pursuing an MPhil in Economics at Oxford and hopes to go on to a career in economic policymaking and international development.  

My tenure at EGC and IE was transformative. The experience was instrumental in shaping my perspective towards a human-centered, welfare-oriented, approach to economics, one that marries rigorous research with practical policy insights. The array of speakers, research opportunities, and mentorships, particularly from Aishwarya and Vestal, were truly invaluable, leaving an indelible mark on my academic and professional journey. – Bilal Moin

To say I have been overwhelmingly impressed with Bilal’s dedication to the field of international development would be an understatement. His passion and tireless work this past year to set up the ‘Salus Populi Foundation’ as a student organization focused on discussing and deconstructing the varied aspects of global welfare-maximizing policy possibilities has been remarkable to witness. This is no small feat, given the heavy course load and the long list of research and extracurricular pursuits Bilal has been engaged in at the same time. This is also no small feat given the variety of interests and opinions Bilal has been able to ably navigate to build a pilot year for the organization that showcased an exceptional range of perspectives and allowed members to gain a certain depth of investigation into critical topics in international development. Working with his collaborator Daevan, Bilal has built a strong foundation for the organization to flourish and serve students at Yale in the years to come.” –  Aishwarya Lakshmi Ratan, EGC Deputy Director

From the moment Bilal started working for us – remotely during the pandemic – I could see how responsible and ambitious he was. Not only did he do stellar work for us as a communications intern, but he then went on to co-found the Salus Populi Foundation, an undergraduate club focused on international development, which has become a great presence on campus and a channel for first- and second-years to learn about development economics from their peers and economists themselves. I am so excited for Bilal’s future doing great things at Oxford, and beyond. – Vestal McIntyre, EGC Communications Director

Chris Yao graduates with a degree in Mathematics. He worked as a Herb Scarf Research Assistant during summer 2021 and continued at EGC during the 2021-2022 academic year, contributing to a project examining the impact of gender on audit results in India’s MGNREGA Social Audit program. In the Fall, Chris will begin a PhD in Mathematics at UC Berkeley.

I really enjoyed working for EGC! The work was interesting and rewarding, and the skills and experience I gained at EGC have been invaluable in my research career. – Chris Yao

The quality of Chris Yao’s work remains well-known at EGC and Inclusion Economics! Chris supported coding and development tasks when we tracked local Covid cases to restart our in-person work in India, and he provided valuable inputs when investigating a large-scale community auditing program. We wish him all the best as he moves on from Yale.  – Charity Troyer Moore, Scientific Director, Inclusion Economics at Yale University

Candidates for Degrees

Graduate School of Arts & Sciences

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• SARAH SHAIBAN I ALSHAYBAN
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• QIZHEN ZHAO

Degrees Conferred Earlier in the 2023-2024 Academic Year

• BRAD BROCKMAN
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Yale University graduates walk out on commencement over war in Gaza

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Owen Decatur said he felt nervous in the minutes before he, along with his fellow Yale University graduates, planned on walking out of their own commencement ceremony. But those feelings faded as Decatur heard the chants nearby in support of the Palestinians.

“I got to see that our Dean Lewis of Yale College had to stop speaking and had to stop doing his conferrals,” Decatur said.

Decatur was one of hundreds who left the ceremony on Monday in a show of protest. The demonstration was the latest in an ongoing series of actions calling on Yale University to divest from weapons manufacturers supplying Israel with arms in its ongoing war in Gaza.

Decatur and other students said it made sense to walk out as a statement against what they say is their university’s support for Israel.

Some supportive faculty members joined the rally, which began on the university’s “Old Campus” and ended at the New Haven Green. Protesters chanted “It’s our Yale” along with other slogans as other graduates and their families milled about, or walked past them.

Yale University said in a statement that “a number of graduating students chose to peacefully walk out during the ceremony” and that university staff guided the students to an area outside the event. The ceremony continued as scheduled, officials noted.

“Yale is committed to promoting freedom of speech and expression,” the statement said.

Decatur said the protest was a way to reject his bachelor’s degree.

“It would symbolize a rejection of our degrees because we did not want a degree from an institution that continues to invest in weapons manufacturing that attributes to the genocide of Palestinian people in Gaza,” Decatur said.

Other students who walked out included graduate Tadea Martin Gonzalez, who wants Yale to divest from weapons manufacturers. Martin Gonzalez pushed back on criticisms of the protest and noted that it is also her special day. However, she could not ignore the fact that  nearly 90%  of all schools in Gaza lay in ruins.

“Who are we to graduate? When many others who we carry in our memory do not have the privilege,” Martin Gonzalez said.

Fawn Cho, who is not a student at Yale, but is supportive of her sister who is, said she liked seeing the students exercise their free speech.

“It is interesting for all the people who come here to have different perspectives,” Cho said.

This story was first published May 20, 2024 by Connecticut Public.

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Congratulations to Dawn on graduate school!

We are excited that Dawn will be joining Nicole Long's lab at University of Virginia for a PhD in Psychology!