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School Access, Resources, and Learning Outcomes: Evidence from a Non-formal School Program in Bangladesh

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  • Dang, Hai-Anh

    (World Bank)

  • Sarr, Leopold

    (World Bank)

  • Asadullah, Niaz

    (Monash University)

Abstract

This study reports evidence from an unusual policy intervention – The Reaching Out of School Children (ROSC) project – in Bangladesh where school grants and education allowances are offered to attract hard-to-reach children to schools comprised of a single teacher and a classroom. The operating unit cost of these schools is a fraction of that of formal primary schools. We use panel data to investigate whether ROSC schools are effective in raising enrolment and learning outcomes. Our findings suggest that there is a modest impact on school participation: ROSC schools increase enrolment probability between 9 and 18% for children in the two age cohorts 6-8 and 6-10. They perform as well as non-ROSC schools in terms of raising test scores, and even have positive impacts on academically stronger students. There is also strong evidence of positive externalities on non-ROSC schools in program areas. These results point to the effectiveness of a new model of non-formal primary schools that can be replicated in similar settings.

Suggested Citation

  • Dang, Hai-Anh & Sarr, Leopold & Asadullah, Niaz, 2011. "School Access, Resources, and Learning Outcomes: Evidence from a Non-formal School Program in Bangladesh," IZA Discussion Papers 5659, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp5659
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    Cited by:

    1. Dahal,Mahesh & Nguyen,Quynh T., 2014. "Private non-state sector engagement in the provision of educational services at the primary and secondary levels in South Asia : an analytical review of its role in school enrollment and student achie," Policy Research Working Paper Series 6899, The World Bank.
    2. M. Niaz Asadullah, 2016. "Do Pro-Poor Schools Reach Out to the Poor? Location Choice of BRAC and ROSC Schools in Bangladesh," Australian Economic Review, The University of Melbourne, Melbourne Institute of Applied Economic and Social Research, vol. 49(4), pages 432-452, December.
    3. Gee, Kevin A., 2015. "Achieving gender equality in learning outcomes: Evidence from a non-formal education program in Bangladesh," International Journal of Educational Development, Elsevier, vol. 40(C), pages 207-216.
    4. Yuki, Takako & Kameyama, Yuriko, 2014. "Challenges of Quality of Learning Outcomes for Countries with the Unfinished Agenda of Universal Primary Education and Gender Parity: The Case of Yemen," Working Papers 73, JICA Research Institute.

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    More about this item

    Keywords

    multiple treatments; impact evaluation; non-formal school; learning outcomes;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • O10 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - General

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