Long-Term Impacts of Alternative Approaches to Increase Schooling: Evidence from a Scholarship Program in Cambodia

53 Pages Posted: 28 Aug 2018

See all articles by Felipe Barrera-Osorio

Felipe Barrera-Osorio

Harvard University - Harvard Graduate School of Education

Andreas de Barros

Harvard University - Harvard Graduate School of Education

Deon Filmer

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

Date Written: August 23, 2018

Abstract

This paper reports on a randomized experiment to investigate the long-term effects of a primary school scholarship program in rural Cambodia. In 2008, fourth-grade students in 207 randomly assigned schools (103 treatment, 104 control) received scholarships based on the students' academic performance in math and language or their level of poverty. Three years after the program's inception, an evaluation showed that both types of scholarship recipients had more schooling than nonrecipients; however, only merit-based scholarships led to improvements in cognitive skills. This new study reports impacts, nine years after program inception, on the educational attainment, cognitive skills, socioemotional outcomes, socioeconomic status and well-being, and labor market outcomes of individuals who are, on average, 21 years old. The results show that both types of scholarships led to higher long-term educational attainment (about 0.21-0.29 grade level), but only merit-based scholarships led to improvements in cognitive skills (0.11 standard deviation), greater self-reported well-being (0.18 standard deviation), and employment probability (3.4 percentage points). Neither type of scholarship increased socioemotional skills. The results also suggest that there are labeling effects: the impacts of the scholarship types differ even for individuals with similar characteristics.

Suggested Citation

Barrera-Osorio, Felipe and de Barros, Andreas and Filmer, Deon, Long-Term Impacts of Alternative Approaches to Increase Schooling: Evidence from a Scholarship Program in Cambodia (August 23, 2018). World Bank Policy Research Working Paper No. 8566. Available at SSRN: https://ssrn.com/abstract=3238409

Felipe Barrera-Osorio (Contact Author)

Harvard University - Harvard Graduate School of Education ( email )

456 Gutman Library
6 appian way
cambridge, MA 02138
United States

Andreas De Barros

Harvard University - Harvard Graduate School of Education ( email )

6 Appian Way
Cambridge, MA 02138
United States

Deon Filmer

World Bank ( email )

1818 H Street, N.W.
Washington, DC 20433
United States

HOME PAGE: http://go.worldbank.org/MRWPOHRQJ0

World Bank - Development Research Group (DECRG)

1818 H. Street, N.W.
MSN3-311
Washington, DC 20433
United States

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