Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools
We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, but particularly for girls. Girls' enrollment increases by 52 percentage points and their average test scores increase by 0.65 standard deviations. The effect is large enough that it eliminates the gender gap in enrollment and dramatically reduces differences in test scores. Boys' enrollment increases by 35 percentage points, and average test scores increase by 0.40 standard deviations.
Volume (Year): 5 (2013)
Issue (Month): 3 (July)
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- Felipe Barrera-Osorio & Marianne Bertrand & Leigh L. Linden & Francisco Perez-Calle, 2011. "Improving the Design of Conditional Transfer Programs: Evidence from a Randomized Education Experiment in Colombia," American Economic Journal: Applied Economics, American Economic Association, vol. 3(2), pages 167-195, April.
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- Andrabi, Tahir & Das, Jishnu & Khwaja, Asim Ijaz, 2013. "Students today, teachers tomorrow: Identifying constraints on the provision of education," Journal of Public Economics, Elsevier, vol. 100(C), pages 1-14.
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- Esther Duflo, 2001. "Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment," American Economic Review, American Economic Association, vol. 91(4), pages 795-813, September.
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- AL-Qudsi, Sulayman S., 2003. "Family background, school enrollments and wastage: evidence from Arab countries," Economics of Education Review, Elsevier, vol. 22(6), pages 567-580, December. Full references (including those not matched with items on IDEAS)
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