The Medium-Term Impacts of Girl-Friendly Schools: 7-Year Evidence from School Construction in Burkina Faso
We evaluate the long term effect of a "girl-friendly" primary school program in Burkina Faso, using a regression discontinuity design. The intervention consisted in upgrading existing three-classroom schools to six-classroom schools in order to accommodate more grades. After 6 years, the program increased enrollment by 15.4 percentage points and increased test scores by 0.29 standard deviations. Students in treatment schools progress farther through the grades, compared to students in non-selected schools. These upgraded schools are effective at getting children into school, at getting children start school on time and at keeping children in school longer. Overall, we find that the schools are able to sustain large impacts observed about 3 years earlier, with enrollment declining slightly from 18.5 to 14.9 for the cohorts of children who were exposed to both the first and second phases of the intervention.
|Date of creation:||2016|
|Contact details of provider:|| Web page: http://spears.okstate.edu/ecls-working-papers/|
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:okl:wpaper:1609. 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: (Harounan Kazianga)
If references are entirely missing, you can add them using this form.