Rainy days and learning outcomes: Evidence from sub-saharan Africa

Y. Bekkouche, Kenneth Houngbedji and Oswald Koussihouede

Working Papers from HAL

Abstract: We combined information on daily rainfall at school locations and standardized test scores to study how learning outcomes at primary schools are affected by precipitation during school days in Sub-Saharan Africa. Our results suggest that student test scores are lower in schools that are exposed to more rainy days during the academic year. Students in locations that had more rainy school days are also more likely to experience grade repetition. We tested the mechanisms through which rainfall affects learning outcomes in our study area and found that teachers are more likely to be absent in locations with more rainy school days. We discuss the implications of these results and draw attention to policy options to mitigate learning loss during rainy school days.

Keywords: Education; Children; Climate; I21; Q54 (search for similar items in EconPapers)
Date: 2023-01-30
New Economics Papers: this item is included in nep-dev, nep-edu, nep-env and nep-ure
Note: View the original document on HAL open archive server: https://hal.science/hal-03962882v1
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://hal.science/hal-03962882v1/document (application/pdf)

Related works:
Working Paper: Rainy days and learning outcomes: Evidence from Sub-Saharan Africa (2022)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hal:wpaper:hal-03962882

Access Statistics for this paper

More papers in Working Papers from HAL
Bibliographic data for series maintained by CCSD ().