48 Pages Posted: 21 Jan 2017
Date Written: October 2016
We evaluate the long-term effect of a “girl-friendly” primary school program in Burkina Faso, using a regression discontinuity design. The intervention consisted of upgrading existing three-classroom schools to six-classroom schools to accommodate more grades. After six years, the program increased enrollment by 15.5 percentage points and increased test scores by 0.29 standard deviations. Students in treatment schools progress further through the grades, compared to students in non-selected schools. These upgraded schools are effective at getting children into school, getting children to start school on time, and keeping children in school longer. Overall, we find that the schools sustain the large impacts observed about three 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.
Keywords: Africa, Education, Gender Inequality, Infrastructures
JEL Classification: I24, I25, I28, O15
Suggested Citation: Suggested Citation
Kazianga, Harounan and Linden, Leigh L. and Protik, Ali and Sloan, Matthew, The Medium-Term Impacts of Girl-Friendly Schools: Seven-Year Evidence from School Construction in Burkina Fasos (October 2016). Centro Studi Luca d'Agliano Development Studies Working Paper No. 406. Available at SSRN: https://ssrn.com/abstract=2902155 or http://dx.doi.org/10.2139/ssrn.2902155