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|
|Publication status:||forthcoming in American Economic Journal: Applied Economics|
|Contact details of provider:|| Postal: Purnell Hall, Newark, Delaware 19716|
Phone: (302) 831-2565
Fax: (302) 831-6968
Web page: http://lerner.udel.edu/departments/economics/department-economics/
More information through EDIRC
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.
- T. Paul Schultz, 2001. "School Subsidies for the Poor: Evaluating the Mexican Progresa Poverty Program," Working Papers 834, Economic Growth Center, Yale University.
- Samer Al-Samarrai & Hassan Zaman, 2007. "Abolishing School Fees in Malawi: The Impact on Education Access and Equity," Education Economics, 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.
- 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.
- Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-In-Differences Estimates?," The Quarterly Journal of Economics, Oxford University Press, vol. 119(1), pages 249-275.
- Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2002. "How Much Should We Trust Differences-in-Differences Estimates?," NBER Working Papers 8841, National Bureau of Economic Research, Inc.
- 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. Full references (including those not matched with items on IDEAS)
This item is featured on the following reading lists or Wikipedia pages:
When requesting a correction, please mention this item's handle: RePEc:dlw:wpaper:12-10.. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Saul Hoffman)
If references are entirely missing, you can add them using this form.