The Effects of “Girl-Friendly” Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso

Harounan Kazianga · Leigh Linden · Matt Sloan

108 citations0/0 files storedAmerican Economic Journal Applied Economics

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Poverty, Education, and Child Welfare Early Childhood Education and Development School Choice and Performance

Abstract

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. (JEL I21, I28, J16, O15)

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2000Sample Splitting and Threshold Estimation 2001Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment 2007Remedying Education: Evidence from Two Randomized Experiments in India 2012Incentives Work: Getting Teachers to Come to School 2008Tipping and the Dynamics of Segregation*2002Vouchers for Private Schooling in Colombia: Evidence from a Randomized Natural Experiment 2004Incentives to Learn 2013Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools

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