Access, Sorting and Achievement: the Short-Run Effects of Free Primary Education in Kenya
We examine the impact of the Kenyan Free Primary Education program on student participation, sorting, and achievement on the primary school exit examination. Exploiting variation in pre-program dropout rates between districts, we find that the program increased the number of students who completed primary school, spurred private school entry, and increased access for students from disadvantaged backgrounds. We argue that the program was welfare enhancing as it promoted educational access without substantially reducing the test scores of students who would have been in school in the absence of the program.
|Date of creation:||2012|
|Date of revision:|
|Publication status:||forthcoming in American Economic Journal: Applied Economics|
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Phone: (302) 831-2565
Fax: (302) 831-6968
Web page: http://www.lerner.udel.edu/departments/economics/department-economics/
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Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Paul Schultz, T., 2004. "School subsidies for the poor: evaluating the Mexican Progresa poverty program," Journal of Development Economics, Elsevier, vol. 74(1), pages 199-250, June.
- Tessa Bold & Mwangi Kimenyi & Germano Mwabu & Justin Sandefur, 2011. "Does Abolishing Fees Reduce School Quality? Evidence from Kenya," CSAE Working Paper Series 2011-04, Centre for the Study of African Economies, University of Oxford.
- Samer Al-Samarrai & Hassan Zaman, 2007.
"Abolishing School Fees in Malawi: The Impact on Education Access and Equity,"
Taylor & Francis Journals, vol. 15(3), pages 359-375.
- Al-Samarrai, Samer & Zaman, Hassan, 2000. "Abolishing school fees in Malawi: the impact on education access and equity," MPRA Paper 130, University Library of Munich, Germany, revised 2006.
- Tesssa Bold, 2011. "Does Abolishing Fees Reduce School Quality?� Evidence from Kenya," Economics Series Working Papers CSAE WPS/2011-04, University of Oxford, Department of Economics.
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