Incentives to Learn

46 Pages Posted: 20 Apr 2016

See all articles by Michael Kremer

Michael Kremer

Harvard University - Department of Economics; Brookings Institution; National Bureau of Economic Research (NBER); Center for Global Development; Harvard University - Harvard Kennedy School (HKS)

Edward Miguel

University of California, Berkeley - Department of Economics; National Bureau of Economic Research (NBER)

Rebecca Thornton

Harvard University - Department of Economics

Owen W. Ozier

World Bank - Development Economics Group (DEC); World Bank - Development Research Group (DECRG)

Multiple version iconThere are 3 versions of this paper

Date Written: June 1, 2005

Abstract

The authors report results from a randomized evaluation of a merit scholarship program for adolescent girls in Kenya. Girls who scored well on academic exams received a cash grant and had school fees paid. Girls eligible for the scholarship showed significant gains in academic examination scores (average gain 0.15 standard deviations). There was considerable sample attrition and no significant program impact in the smaller of the two program districts, but in the other district girls showed large gains (average gain 0.22-0.27 standard deviations), and these gains persisted one full year following the competition. There is also evidence of positive program externalities on learning-boys (who were ineligible for the awards) also showed sizable average test gains. Both student and teacher school attendance increased in the program schools.

Keywords: Primary Education, Gender and Development, Poverty and Social Impact Analysis, Education Finance, Access & Equity in Basic Education

Suggested Citation

Kremer, Michael R. and Miguel, Edward and Thornton, Rebecca and Ozier, Owen W., Incentives to Learn (June 1, 2005). World Bank Policy Research Working Paper No. 3546, Available at SSRN: https://ssrn.com/abstract=2331722

Michael R. Kremer (Contact Author)

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Rebecca Thornton

Harvard University - Department of Economics ( email )

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Owen W. Ozier

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