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The Medium-Term Impacts of Girl-Friendly Schools: 7-Year Evidence from School Construction in Burkina Faso

Listed author(s):
  • Harounan Kazianga

    ()

  • Leigh Linden

    ()

  • Cara Orfield

    ()

  • Matt Sloan

    ()

  • Ali Protik

    ()

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.

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File URL: https://business.okstate.edu/site-files/docs/ecls-working-papers/OKSWPS1609.pdf
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Paper provided by Oklahoma State University, Department of Economics and Legal Studies in Business in its series Economics Working Paper Series with number 1609.

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Length: 69 pages
Date of creation: 2016
Handle: RePEc:okl:wpaper:1609
Contact details of provider: Web page: http://spears.okstate.edu/ecls-working-papers/

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