Working Paper: NBER ID: w25994
Authors: Nicholas Ingwersen; Harounan Kazianga; Leigh L. Linden; Arif Mamun Ali Protik; Matthew Sloan
Abstract: We evaluate the long-term effects of a “girl-friendly” primary school program in Burkina Faso, using a regression discontinuity design. Ten years later, primary school-age children in villages selected for the program attend school more often and score significantly higher on standardized tests. We also find long-term effects on academic and social outcomes for children exposed earlier in the program. Secondary-school–age youths and young adults (those old enough to have finished secondary school) complete primary and secondary school at higher rates and perform significantly better on standardized tests. Women old enough to have completed secondary school delay both marriage and childbearing.
Keywords: Education; Gender Equality; Burkina Faso; School Construction; Long-Term Effects
JEL Codes: I24; I25; I28; O15
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Bright School Construction Program (L74) | school attendance (I21) |
| Bright School Construction Program (L74) | performance among primary school-age children (I21) |
| Bright School Construction Program (L74) | primary school graduation rates (I21) |
| Bright School Construction Program (L74) | secondary school transition rates (I21) |
| Bright School Construction Program (L74) | delay marriage (J12) |
| Bright School Construction Program (L74) | delay childbearing (J13) |
| Bright School Construction Program (L74) | primary school completion for girls aged 13-18 (I21) |
| Bright School Construction Program (L74) | secondary school enrollment for girls aged 13-18 (I21) |