Ten-Year Impacts of Burkina Faso’s BRIGHT Program

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FRENCH ASSESSMENT VILLAGE ID: ___ ___ ___ HOUSEHOLD NUMBER ___ ___ ___ FA To be administered to every person in the household age 6 through 22 years, including those who are not currently enrolled in school. If the child cannot read cursive script, you may print the question on a board. If the respondent understands the consent language from the proceeding page, continue. If the respondent does not understand, ask them what they do not understand and give them the necessary clarification. To begin, ask the first three questions F.CP1.1-F.CP1.3 to all respondents who are eligible to take the tests. Stop the test if the respondent incorrectly answers all the sub-questions of the three questions. If the respondent answers at least one sub-question continue to question F.CP1.4 and subsequent questions. Starting with questions F.CP1.4 stop the test if the respondent answers all of the sub-questions of three consecutive questions incorrectly. Add a continuation sheet if there are more than 10 household members. Tick here if continuation sheet used . Number of continuation sheets (if applicable) ____ The ID code in HL1 will stay the same during all following sheets. RESPONDENT REACTION TIME = 1 MINUTE AT MOST. FA1. HL1 HL2 Name F.CP1.1. IDENTIFY THE FOLLOWING LETTERS A. C B. T Show Card F.CP1.2. READ THE FOLLOWING WORDS A. PAPA B. VÉLO Show Card Prepared by Mathematica Policy Research E.26 F.CP1.3. READ THE FOLLOWING WORDS A. A. ÉCOLE B. TOMATE Show Card F.CP1.3a. Did the Respondent answer all three of the previous question incorrectly? If yes, Stop the test F.CP1.4. IDENTIFY THE CORRECT MISSING WORD Il ____ cinq ans. A. MERE B. A C. RIZ Show Card F.CP1.5. IDENTIFY THE CORRECT MISSING WORD? Jean habite dans une ____. A. MAISON B. CHEVRE C. PAPIER Show Card B. C T A. PAPA B. VELO WRITE B. A A. MAISON ECOLE TOMATE YES/NO LINE N O NAME YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO 01 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 02 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 03 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 04 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 05 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 06 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 07 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 08 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 09 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 10 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0
FRENCH ASSESSMENT VILLAGE ID: ___ ___ ___ HOUSEHOLD NUMBER ___ ___ ___ FA To be administered to every person in the household age 6 through 22 years, including those who are not enrolled in school. Respondent reaction time = 1 minute at most. If Respondent answers all sub-questions of three questions in a row incorrectly, stop the test. FA1. HL1 HL2 Name F.CP2.1. IDENTIFY THE FOLLOWING F.CP2.2. READ THE FOLLOWING VOWELS F.CP2.3. READ THE FOLLOWING VOWELS F.CP2.4. IDENTIFY THE WORD THAT F.CP2.5. IDENTIFY THE WORD THAT LETTERS WITH THE CORRECT ACCENT WITH THE CORRECT ACCENT BEST CORRESPONDS WITH BEST CORRESPONDS WITH A. A B. O Show Card A. É B. È Show Card A. Ê B. À Show Card THE PICTURE A. LIVRE B. FRERE C. VACHE THE PICTURE A. SOEUR B. BIC C. POULE Show Card Show Card A O É È Ê À A. LIVRE B. BIC LINE N O NAME YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO 01 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 02 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 03 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 04 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 05 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 06 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 07 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 08 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 09 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 10 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 Prepared by Mathematica Policy Research E.27
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Ten-Year Impacts of Burkina Faso’
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ACKNOWLEDGEMENTS This report is the
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CONTENTS ACRONYMS .................
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TABLES ES.1 ES.2 ES.3 ES.4 ES.5 ES.
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FIGURES I.1 Gross enrollment ratios
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ACRONYMS AMEs - Association de Mèr
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EXECUTIVE SUMMARY The BRIGHT progra
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EXECUTIVE SUMMARY MATHEMATICA POLIC
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I. INTRODUCTION From 2005 through 2
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I. INTRODUCTION MATHEMATICA POLICY
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I: INTRODUCTION MATHEMATICA POLICY
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II. EVALUATION DESIGN AND DATA COLL
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III. IMPLEMENTATION SUMMARY Under t
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III. IMPLEMENTATION SUMMARY MATHEMA
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IV. FINDINGS In this chapter, we pr
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IV: FINDINGS MATHEMATICA POLICY RES
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V. COST-EFFECTIVENESS AND COST-BENE
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VI. SUMMARY OF FINDINGS AND DISCUSS
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REFERENCES Abeberese, Ama Baafra, T
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REFERENCES MATHEMATICA POLICY RESEA
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APPENDIX A STATISTICAL MODEL FOR IM
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APPENDIX A MATHEMATICA POLICY RESEA
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APPENDIX B VALIDATION OF REGRESSION
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APPENDIX B MATHEMATICA POLICY RESEA
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APPENDIX B MATHEMATICA POLICY RESEA
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APPENDIX C ROBUSTNESS OF IMPACT EST
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APPENDIX C MATHEMATICA POLICY RESEA
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Page 123 and 124: APPENDIX C MATHEMATICA POLICY RESEA
Page 125 and 126: APPENDIX D DETAILS ON COST-BENEFIT
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Page 149 and 150: APPENDIX E SURVEY FORMS
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Page 153 and 154: APPENDIX E BURKINA FASO MATHEMATICA
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Page 157 and 158: HOUSEHOLD LISTING FORM Village ID:
Page 159 and 160: ENROLLMENT MODULE VILLAGE ID: ___ _
Page 161 and 162: CHILD LABOR MODULE VILLAGE ID: ___
Page 163 and 164: YOUNG ADULT MODULE VILLAGE ID: ___
Page 169 and 170: ASSESSMENT CONSENT LANGUAGE: PLEASE
Page 171 and 172: MATH ASSESSMENT VILLAGE ID: ___ ___
Page 173: MATH ASSESSMENT VILLAGE ID: ___ ___
Page 177 and 178: FRENCH ASSESSMENT VILLAGE ID: ___ _
Page 179 and 180: BURKINA FASO SCHOOL INFORMATION PAN
Page 181 and 182: A: SCHOOL CHARACTERISTICS SC SC9. D
Page 183 and 184: C: SCHOOL PHYSICAL STRUCTURE SS SS5
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Page 189 and 190: APPENDIX F MATHEMATICA POLICY RESEA
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Ten-Year Impacts of Burkina Faso’s BRIGHT Program

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