Non-tuition Costs, School Access and Student Performance: Evidence from the Gambia

Giordono, Leanne; Pugatch, Todd

doi:10.1093/jae/ejw033

Cited by 7 publications

(11 citation statements)

References 29 publications

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“…Looking at the studies that measured the effects of providing school materials directly, most found a significant effect for at least one attainment or enrolment outcome (Duflo et al, 2014 (small effects); Giordono & Pugatch, 2017 (medium effect); Hidalgo et al, 2010 (no significant effect). Evans and Ngatia (2018) found no significant effects for absenteeism.…”

Section: Resultsmentioning

confidence: 99%

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Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Psaki

Haberland

Mensch

et al. 2022

Campbell Systematic Reviews

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Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low‐ and middle‐income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender‐related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender‐related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS‐Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi‐experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer‐reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender‐related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS‐I tool for quasi‐experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta‐analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender‐related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising inter...

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Section: Resultsmentioning

confidence: 99%

“…KenyaWater treatment and hygiene promotion, additional sanitation improvement, or control group; multiarmGiordono and Pugatch (2017) …”

mentioning

confidence: 99%

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Psaki

Haberland

Mensch

et al. 2022

Campbell Systematic Reviews

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“…21 The magnitude of the effect is similar to the finding in Gajigo (2014) of an 11percentage point increase in girls' enrollment due to the program, suggesting that households prefer boys and girls to attend school together. 22 Another potential confounding factor in region 2 was the Ambassador Girls Scholarship Program, funded by USAID, which targeted students in the cohort entering grade 7 in 2007 at a subset of secondary schools in that region (Giordono and Pugatch 2015). It went beyond the program studied in this paper by covering books, uniforms, and school supplies.…”

Section: Discussionmentioning

confidence: 99%

Financial Constraints and Girls’ Secondary Education: Evidence from School Fee Elimination in The Gambia

Blimpo

Gajigo²,

Pugatch

2016

The World Bank Economic Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. We assess the impact of large-scale fee elimination for secondary school girls in The Gambia on the quantity, composition, and achievement of students. The gradual rollout of the program across geographic regions provides identifying variation in the policy. The program increased access to secondary education substantially without harming learning outcomes. We find an increase of around 50% in the number of girls and boys taking the high school exit exam from a low baseline, as well as a 0.1 standard deviations gain in test scores in response to the program. This result is notable in a setting where expanded access could put additional strains on limited resources and the quality of schools. These findings suggest that financial constraints remain serious barriers to post-primary education and that efforts to expand access to secondary education need not come at the expense of learning in lowincome countries like The Gambia.JEL Classification: O15, I21, C93

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“…Because the community-based ECD control group is the omitted category, the coefficients 1 and 2 measure the treatment effect of being in each of the corresponding groups relative to the pure control. 18 The exposition in this section closely follows Giordono and Pugatch (2017). 19 Section 5 presents details of propensity score estimation.…”

Section: Methodsmentioning

confidence: 99%

Improving Access and Quality in Early Childhood Development Programs: Experimental Evidence from the Gambia

Blimpo¹,

Carneiro²,

Jervis³

et al. 2019

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This paper studies two experiments of early childhood development programs in The Gambia: one increasing access to services, and another improving service quality. In the first experiment, new community-based early childhood development (ECD) centers were introduced to randomly chosen villages that had no pre-existing structured ECD services. In the second experiment, a randomly assigned subset of existing ECD centers received intensive provider training. We find no evidence that either intervention improved average levels of child development. Exploratory analysis suggests that, in fact, the first experiment, which increased access to relatively low quality ECD services, led to declines in child development among children

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Non-tuition Costs, School Access and Student Performance: Evidence from the Gambia

Cited by 7 publications

References 29 publications

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Financial Constraints and Girls’ Secondary Education: Evidence from School Fee Elimination in The Gambia

Improving Access and Quality in Early Childhood Development Programs: Experimental Evidence from the Gambia

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