Entrepreneurial Mindset Development Program Curriculum in Andhra Pradesh

Last registered on January 09, 2024


Trial Information

General Information

Entrepreneurial Mindset Development Program Curriculum in Andhra Pradesh
Initial registration date
January 08, 2024

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
January 09, 2024, 1:20 PM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.


Primary Investigator

World Bank, South Asia Gender Innovation Lab

Other Primary Investigator(s)

PI Affiliation
Northeastern University
PI Affiliation
John Hopkins University
PI Affiliation
World Bank, South Asia Gender Innovation Lab
PI Affiliation
NYU- Abu Dhabi
PI Affiliation
PI Affiliation
ISI, Delhi
PI Affiliation
Michigan State University
PI Affiliation

Additional Trial Information

On going
Start date
End date
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
The importance of entrepreneurial skills extends beyond individuals who aspire to enter the business world. With the evolving nature of most high-return jobs, there is a growing need for an entrepreneurial mindset of labor that encompasses a range of cognitive and non-cognitive skills. However, there is a lack of data and experimental evidence on whether an entrepreneurial mindset can be instilled (especially in high school students), whether the current at-scale implementation has been effective, their impact on entrepreneurial traits, and whether such skills are effective in closing the existing skill gaps across genders. To address this gap, we leverage a unique opportunity to work with the Government of Andhra Pradesh on the rollout of the Entrepreneurial Mindset Development Program (EMDP). The program consists of a special curriculum, which is delivered to Grade 9 students over 220 working days, to train students on their entrepreneurial mindset. Working closely with the Government of Andhra Pradesh and the implementing NGOs, we aim to assess the program’s impact on the students’ entrepreneurial mindset, cognitive and non-cognitive skills, their ability to prepare and deliver an entrepreneurial idea, their hypothetical choice of labor, choice of major going forward, and their intention to pursue work that is different from traditional labor (i.e. not self-employed). %The novelty of our work is that using incentivized experiments we elicit various behavioral factors often associated with entrepreneurship, to make the connection of whether such programs can behaviorally shape students from a young age.
External Link(s)

Registration Citation

Amaral, Sofia et al. 2024. "Entrepreneurial Mindset Development Program Curriculum in Andhra Pradesh." AEA RCT Registry. January 09. https://doi.org/10.1257/rct.12702-1.0
Experimental Details


The program featured a unique curriculum aimed at equipping Grade 9 students with
entrepreneurial skills and mindsets. Delivered throughout the academic year, it engaged
students with real-life scenarios to prepare them for various professional environments,
including corporations, startups, or family businesses.
The curriculum includes 18 modules that cover some of the following topics: perseverance,
problem identification, solution creativity, growth mindset, communication, critical
thinking, and grit. Each module had goals such as promoting curiosity, learning-by-doing,
acceptance of failures, risk assessment, and building a learning community.
Intervention Start Date
Intervention End Date

Primary Outcomes

Primary Outcomes (end points)
1. General Behavioral traits: The program’s main aim is to go beyond standard academic
education, seeking to trigger various behavioral changes among students. This
study focuses primarily on evaluating behavioral traits that are generally associated
with success in the labor market: such as aspirations, creativity, collaborative skills,
and internal locus of control. Additionally, we are examining broader traits like the
Big Five personality traits (agreeableness, conscientiousness, extraversion, neuroticism,
and openness), which have relevance in a wider context beyond entrepreneurship.
These behavioral traits are our main outcomes, and their scales are provided
in the appendix. These traits include Aspirations (academic); Locus of Control (Internal
and External); Collaboration (Relationship and Team work); Agency (relating
to education, personal and career); and Goal Setting.

2. Enterprenuerial Behavior: General traits as discussed above are equally important for
an entrepreneurial mindset but additional traits commonly observed in entrepreneurs
are also important. For example, entrepreneurs are often recognized for their risk-taking
nature, their self-perceived ability, and aspirations to start a business. Within
the entrepreneurial behavioral traits, we encompass a collection of five specific outcomes
closely linked to entrepreneurs. These include Business Aspirations; Self-
Perceived Business Ability; Business Mathematics Skills; Risk-Taking; and Patience.
While the former three are evaluated through survey questions, the latter two are assessed
using experimental games. These five traits are pivotal indicators associated
with a business-oriented mindset, collectively categorized as our primary outcomes.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Pitch Quality; students’ achievements and their attendance
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
We have randomly assigned 50 subdistricts to act as a control group. All schools in the control school do not receive EMDP. All the remaining schools in the state receive EMDP. We sampled 100 subdistricts (the 50 in the control group and 50 from the treatment group) across the state to conduct surveys and experiments.
Experimental Design Details
Not available
Randomization Method
Randomization Unit
Subdistrict (mandal)
Was the treatment clustered?

Experiment Characteristics

Sample size: planned number of clusters
Sample size: planned number of observations
Students from 1 class for every grade in a school.
Sample size (or number of clusters) by treatment arms
50 mandals in control, 50 mandals in treatment
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)

Institutional Review Boards (IRBs)

IRB Name
IRB Approval Date
IRB Approval Number
IRB Name
IRB Approval Date
IRB Approval Number
IRB Name
Data and Analytic Insights
IRB Approval Date
IRB Approval Number
Analysis Plan

Analysis Plan Documents

Pre-Analysis Plan EMDP

MD5: fdb573466fe2a3c8b7228c53c0cbb52a

SHA1: 98d371700d7f5e80c2818c83b82287720bc18833

Uploaded At: January 08, 2024