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The Effects of "Girl-Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso

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Author Info

  • Harounan Kazianga

    ()
    (Oklahoma State University)

  • Dan Levy

    ()
    (Kennedy School of Government, Harvard University)

  • Leigh L. Linden,

    ()
    (The University of Texas at Austin)

  • Matt Sloan

    ()
    (Mathematica Policy Research)

Abstract

We evaluate the causal effects of a program that constructed high quality “girl-friendly” primary schools in Burkina Faso, using a regression discontinuity design 2.5 years after the program started. We find that the program increased enrollment of all children between the ages of 5 and 12 by 20 percentage points and increased their test scores by 0.45 standard deviations. The change in test scores for those children caused to attend school by the program is 2.2 standard deviations. We also find that the program was particularly effective for girls, increasing their enrollment rate by 5 percentage points more than boys’, although this did not translate into a differential effect on test scores. Disentangling the effects of school access from the unique characteristics of the new schools, we find that the unique characteristics were responsible for a 13 percentage point increase in enrollment and 0.35 standard deviations in test scores, while simply providing a school increased enrollment by 26.5 percentage points and test scores by 0.323 standard deviations. The unique characteristics of the school account for the entire difference in the treatment effect by gender.

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Bibliographic Info

Paper provided by Oklahoma State University, Department of Economics and Legal Studies in Business in its series Economics Working Paper Series with number 1202.

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Length: 76 pages
Date of creation: May 2012
Date of revision:
Handle: RePEc:okl:wpaper:1202

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Web page: http://spears.okstate.edu/ecls-working-papers/
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Related research

Keywords: Africa; Education; Gender Inequality; Enrollment;

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References

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  1. Glewwe, Paul & Kremer, Michael & Moulin, Sylvie & Zitzewitz, Eric, 2004. "Retrospective vs. prospective analyses of school inputs: the case of flip charts in Kenya," Journal of Development Economics, Elsevier, vol. 74(1), pages 251-268, June.
  2. Joshua Angrist & Eric Bettinger & Erik Bloom & Elizabeth King & Michael Kremer, 2001. "Vouchers for Private Schooling in Colombia: Evidence from a Randomized Natural Experiment," NBER Working Papers 8343, National Bureau of Economic Research, Inc.
  3. repec:feb:natura:0004 is not listed on IDEAS
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Cited by:
  1. J. de Hoop & F. C. Rosati, 2012. "Does Promoting School Attendance Reduce Child Labour? Evidence from Burkina Faso’s Bright Project," UCW Working Paper 62, Understanding Children's Work (UCW Programme).
  2. Dickerson, Andy & McIntosh, Steven & Valente, Christine, 2013. "Do the Maths: An Analysis of the Gender Gap in Mathematics in Africa," IZA Discussion Papers 7174, Institute for the Study of Labor (IZA).
  3. Muralidharan, Karthik & Prakash, Nishith, 2013. "Cycling to School: Increasing Secondary School Enrollment for Girls in India," IZA Discussion Papers 7585, Institute for the Study of Labor (IZA).
  4. Richard J. Murnane & Alejandro J. Ganimian, 2014. "Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations," NBER Working Papers 20284, National Bureau of Economic Research, Inc.
  5. Maiga, Eugenie W.H., 2014. "Does foreign aid in education foster gender equality in developing countries?," Working Paper Series UNU-WIDER Research Paper , World Institute for Development Economic Research (UNU-WIDER).
  6. Andy Dickerson & Steven McIntosh & Christine Valente, . "Do The Maths: An Analysis Of The Gender Gap In Mathematics In AfricaAbstract: This paper uses microdata for 19 African countries to examine the gender difference in maths test scores amongst primary s," The Centre for Market and Public Organisation 13/300, Department of Economics, University of Bristol, UK.

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