Replication data for: The Effects of "Girl-Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso
Principal Investigator(s): View help for Principal Investigator(s) Harounan Kazianga; Dan Levy; Leigh L. Linden; Matt Sloan
Version: View help for Version V1
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Project Citation:
Kazianga, Harounan, Levy, Dan, Linden, Leigh L., and Sloan, Matt. Replication data for: The Effects of “Girl-Friendly” Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso. Nashville, TN: American Economic Association [publisher], 2013. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113862V1
Project Description
Summary:
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We evaluate a 'girl-friendly' primary school program in Burkina
Faso using a regression discontinuity design. After 2.5 years, the program
increased enrollment by 19 percentage points and increased
test scores by 0.41 standard deviations. For those caused to attend
school, scores increased by 2.2 standard deviations. Girls' enrollment
increased by 5 percentage points more than boys' enrollment,
but they experienced the same increase in test scores as boys. The
unique characteristics of the schools are responsible for increasing
enrollment by 13 percentage points and test scores by 0.35 standard
deviations. They account for the entire difference in the treatment
effects by gender.
Scope of Project
JEL Classification:
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I21 Analysis of Education
I28 Education: Government Policy
J16 Economics of Gender; Non-labor Discrimination
O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
I21 Analysis of Education
I28 Education: Government Policy
J16 Economics of Gender; Non-labor Discrimination
O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
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