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The Long-Term Impacts of Girl-Friendly Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso

Nicholas Ingwersen, Harounan Kazianga (), Leigh L. Linden, Arif Mamun, Ali Protik and Matt Sloan
Additional contact information
Nicholas Ingwersen: Mathematica Policy Research
Leigh L. Linden: The University of Texas at Austin, BREAD, IPA, IZA, J-PAL, NBER
Arif Mamun: Mathematica Policy Research
Ali Protik: NORC at the University of Chicago
Matt Sloan: Mathematica Policy Research

No 452, Development Working Papers from Centro Studi Luca d'Agliano, University of Milano

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: Africa; Education; Gender Inequality; Infrastructures (search for similar items in EconPapers)
JEL-codes: I24 I25 I28 O15 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-dev and nep-gen
Date: 2019-07-02, Revised 2019-07-02
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