Ten-Year Impacts of Burkina Faso’s BRIGHT Program

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I: INTRODUCTION MATHEMATICA POLICY RESEARCH in 56 low- and middle-income countries found that the programs that improve attendance and enrollment most consistently are those that reduce the cost of education by lowering fees or reducing the costs of such complements to education as school uniforms (Murnane and Ganimian 2014). The literature review conducted by Cuesta et al. (2015) found mixed results regarding achievement, but found programs that expand resources such as textbooks and flipcharts to be effective. This is consistent with the review of Murnane and Ganimian (2014), who also found that these resources, as well as expanded amenities such as free daily meals, lead to an increase in achievement. They found, however, that increased achievement was only seen when these resources had an impact on the students’ daily experiences at school. The evidence regarding the impacts of school quality on school enrollment and test scores are less straightforward. Although the studies cited below are not strictly comparable because they do not include a school construction component, they are relevant for this report because they look broadly at education production. A literature review examining 79 studies published between 1990 and 2010 (43 of which were deemed “high quality” in terms of the rigor of the evaluation design used) investigated which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school (Glewwe et al. 2011). The estimated impacts on time in school and learning of most school and teacher characteristics were statistically insignificant, especially when limiting the evidence to “high quality” studies. The few variables that were found to have significant effects on enrollment and student test scores included availability of desks, teachers’ knowledge of the subjects they teach, and teacher absence. These findings are further strengthened by another literature review of 77 randomized experiments evaluating the effects of educational interventions on student learning which found that the largest mean effect sizes could be seen in interventions that included teacher training, contract or volunteer teachers, and instructional materials (McEwan 2015). The 10-year BRIGHT evaluation also sought to assess the impact of education on child labor and young adult outcomes. A literature review conducted to assess the impact of education on child labor found that it is very difficult to define a straightforward relationship not only due to a lack of programs targeting child labor as a primary outcome, but also because many factors influence child labor and render results inconsistent and dependent on context (de Hoop and Rosati 2013). This review did find that food for education programs (including take-home rations) reduce child participation in economic activities and household chores and access to preschools decreased child participation in economic activities other than household chores and family care activities (de Hoop and Rosati 2013). Another study that evaluated the relationship between child labor and distance from school in Tanzania found that although a one-kilometer increase in distance to school is associated with a fall in attendance of approximately 0.4 percentage points, and child labor often prevents school attendance, children are frequently attending school even while working for the same number of hours as those who do not attend school (Kondylis and Manacorda 2012). Increased accessibility, therefore, does not necessarily correlate with a decrease in child labor involvement. Finally, studies indicate that increased enrollment is related to a variety of positive outcomes for young adults, including an increase in the age at which girls marry, a decrease in the number of children that families have, and a decrease in neonatal mortality. In a study assessing the effect of school construction in Nepal from 1950 to 1960 on subsequent educational and health outcomes, Shrestha (2014) found that one additional school per 1,000 square kilometers 14
I: INTRODUCTION MATHEMATICA POLICY RESEARCH increases male knowledge of contraception use by 3.67 percentage points and decreases, by 0.42 percentage points, the probability of sons dying before reaching age 1. 15
Page 1 and 2: Ten-Year Impacts of Burkina Faso’
Page 3 and 4: ACKNOWLEDGEMENTS This report is the
Page 5 and 6: CONTENTS ACRONYMS .................
Page 7 and 8: TABLES ES.1 ES.2 ES.3 ES.4 ES.5 ES.
Page 9 and 10: FIGURES I.1 Gross enrollment ratios
Page 11 and 12: ACRONYMS AMEs - Association de Mèr
Page 13 and 14: EXECUTIVE SUMMARY The BRIGHT progra
Page 15 and 16: EXECUTIVE SUMMARY MATHEMATICA POLIC
Page 23 and 24: I. INTRODUCTION From 2005 through 2
Page 25 and 26: I. INTRODUCTION MATHEMATICA POLICY
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Page 39 and 40: II. EVALUATION DESIGN AND DATA COLL
Page 51 and 52: III. IMPLEMENTATION SUMMARY Under t
Page 53 and 54: III. IMPLEMENTATION SUMMARY MATHEMA
Page 55 and 56: IV. FINDINGS In this chapter, we pr
Page 57 and 58: IV: FINDINGS MATHEMATICA POLICY RES
Page 73 and 74: V. COST-EFFECTIVENESS AND COST-BENE
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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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APPENDIX D DETAILS ON COST-BENEFIT
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APPENDIX D MATHEMATICA POLICY RESEA
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APPENDIX E SURVEY FORMS
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APPENDIX E MATHEMATICA POLICY RESEA
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APPENDIX E BURKINA FASO MATHEMATICA
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APPENDIX E MATHEMATICA POLICY RESEA
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HOUSEHOLD LISTING FORM Village ID:
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ENROLLMENT MODULE VILLAGE ID: ___ _
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CHILD LABOR MODULE VILLAGE ID: ___
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YOUNG ADULT MODULE VILLAGE ID: ___
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ASSESSMENT CONSENT LANGUAGE: PLEASE
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MATH ASSESSMENT VILLAGE ID: ___ ___
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MATH ASSESSMENT VILLAGE ID: ___ ___
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FRENCH ASSESSMENT VILLAGE ID: ___ _
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FRENCH ASSESSMENT VILLAGE ID: ___ _
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BURKINA FASO SCHOOL INFORMATION PAN
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A: SCHOOL CHARACTERISTICS SC SC9. D
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C: SCHOOL PHYSICAL STRUCTURE SS SS5
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APPENDIX F MATHEMATICA POLICY RESEA
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Ten-Year Impacts of Burkina Faso’s BRIGHT Program

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