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The effects of booster classes in protracted crisis settings: Evidence from Kenyan refugee camps

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  • Andrew Brudevold-Newman
  • Thomas de Hoop
  • Chinmaya Holla
  • Darius Isaboke
  • Timothy Kinoti
  • Hannah Ring
  • Victoria Rothbard

Abstract

Students in protracted crisis settings often face a range of challenges which combine to yield low education outcomes. This paper presents the results from a randomised controlled trial of weekend and holiday booster classes for 7th and 8th grade girls in Kakuma refugee camp in Kenya, that aimed to improve girls’ education outcomes and increase transition rates from primary to secondary school. While qualitative results suggested numerous advantages of the booster classes, including more freedom to ask questions, smaller class sizes, and kinder teachers, the program did not yield statistically significant effects on learning outcomes, school attendance or noncognitive skills. Mixed-methods research suggests that the limited impacts may stem from implementation challenges including irregular booster class attendance and a lack of appropriate teaching materials. More broadly, the results show the importance of accounting for implementation challenges in the reporting of impact evaluation results.

Suggested Citation

  • Andrew Brudevold-Newman & Thomas de Hoop & Chinmaya Holla & Darius Isaboke & Timothy Kinoti & Hannah Ring & Victoria Rothbard, 2023. "The effects of booster classes in protracted crisis settings: Evidence from Kenyan refugee camps," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 15(3), pages 287-301, July.
    • Handle: RePEc:taf:jdevef:v:15:y:2023:i:3:p:287-301
    DOI: 10.1080/19439342.2023.2229294
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