Long-Term Impacts of Alternative Approaches to Increase Schooling : Evidence from a Scholarship Program in Cambodia
This paper reports on a randomized experiment to investigate the long-term effects of a primary school scholarship program in rural Cambodia. In 2008, fourth-grade students in 207 randomly assigned schools (103 treatment, 104 control) received scho...
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| Format: | Working Paper |
| Language: | English |
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World Bank, Washington, DC
2018
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| Online Access: | http://documents.worldbank.org/curated/en/838871535033752683/Long-term-impacts-of-alternative-approaches-to-increase-schooling-evidence-from-a-scholarship-program-in-Cambodia http://hdl.handle.net/10986/30318 |
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okr-10986-303182021-06-08T14:42:47Z Long-Term Impacts of Alternative Approaches to Increase Schooling : Evidence from a Scholarship Program in Cambodia Barrera-Osorio, Felipe de Barros, Andreas Filmer, Deon EDUCATION MERIT-BASED TARGETING POVERTY-BASED TARGETING RANDOMIZATION SCHOLARSHIPS This paper reports on a randomized experiment to investigate the long-term effects of a primary school scholarship program in rural Cambodia. In 2008, fourth-grade students in 207 randomly assigned schools (103 treatment, 104 control) received scholarships based on the students' academic performance in math and language or their level of poverty. Three years after the program's inception, an evaluation showed that both types of scholarship recipients had more schooling than nonrecipients; however, only merit-based scholarships led to improvements in cognitive skills. This new study reports impacts, nine years after program inception, on the educational attainment, cognitive skills, socioemotional outcomes, socioeconomic status and well-being, and labor market outcomes of individuals who are, on average, 21 years old. The results show that both types of scholarships led to higher long-term educational attainment (about 0.21-0.29 grade level), but only merit-based scholarships led to improvements in cognitive skills (0.11 standard deviation), greater self-reported well-being (0.18 standard deviation), and employment probability (3.4 percentage points). Neither type of scholarship increased socioemotional skills. The results also suggest that there are labeling effects: the impacts of the scholarship types differ even for individuals with similar characteristics. 2018-09-04T16:42:57Z 2018-09-04T16:42:57Z 2018-08 Working Paper http://documents.worldbank.org/curated/en/838871535033752683/Long-term-impacts-of-alternative-approaches-to-increase-schooling-evidence-from-a-scholarship-program-in-Cambodia http://hdl.handle.net/10986/30318 English Policy Research Working Paper;No. 8566 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper East Asia and Pacific Cambodia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
EDUCATION MERIT-BASED TARGETING POVERTY-BASED TARGETING RANDOMIZATION SCHOLARSHIPS |
| spellingShingle |
EDUCATION MERIT-BASED TARGETING POVERTY-BASED TARGETING RANDOMIZATION SCHOLARSHIPS Barrera-Osorio, Felipe de Barros, Andreas Filmer, Deon Long-Term Impacts of Alternative Approaches to Increase Schooling : Evidence from a Scholarship Program in Cambodia |
| geographic_facet |
East Asia and Pacific Cambodia |
| relation |
Policy Research Working Paper;No. 8566 |
| description |
This paper reports on a randomized
experiment to investigate the long-term effects of a primary
school scholarship program in rural Cambodia. In 2008,
fourth-grade students in 207 randomly assigned schools (103
treatment, 104 control) received scholarships based on the
students' academic performance in math and language or
their level of poverty. Three years after the program's
inception, an evaluation showed that both types of
scholarship recipients had more schooling than
nonrecipients; however, only merit-based scholarships led to
improvements in cognitive skills. This new study reports
impacts, nine years after program inception, on the
educational attainment, cognitive skills, socioemotional
outcomes, socioeconomic status and well-being, and labor
market outcomes of individuals who are, on average, 21 years
old. The results show that both types of scholarships led to
higher long-term educational attainment (about 0.21-0.29
grade level), but only merit-based scholarships led to
improvements in cognitive skills (0.11 standard deviation),
greater self-reported well-being (0.18 standard deviation),
and employment probability (3.4 percentage points). Neither
type of scholarship increased socioemotional skills. The
results also suggest that there are labeling effects: the
impacts of the scholarship types differ even for individuals
with similar characteristics. |
| format |
Working Paper |
| author |
Barrera-Osorio, Felipe de Barros, Andreas Filmer, Deon |
| author_facet |
Barrera-Osorio, Felipe de Barros, Andreas Filmer, Deon |
| author_sort |
Barrera-Osorio, Felipe |
| title |
Long-Term Impacts of Alternative Approaches to Increase Schooling : Evidence from a Scholarship Program in Cambodia |
| title_short |
Long-Term Impacts of Alternative Approaches to Increase Schooling : Evidence from a Scholarship Program in Cambodia |
| title_full |
Long-Term Impacts of Alternative Approaches to Increase Schooling : Evidence from a Scholarship Program in Cambodia |
| title_fullStr |
Long-Term Impacts of Alternative Approaches to Increase Schooling : Evidence from a Scholarship Program in Cambodia |
| title_full_unstemmed |
Long-Term Impacts of Alternative Approaches to Increase Schooling : Evidence from a Scholarship Program in Cambodia |
| title_sort |
long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in cambodia |
| publisher |
World Bank, Washington, DC |
| publishDate |
2018 |
| url |
http://documents.worldbank.org/curated/en/838871535033752683/Long-term-impacts-of-alternative-approaches-to-increase-schooling-evidence-from-a-scholarship-program-in-Cambodia http://hdl.handle.net/10986/30318 |
| _version_ |
1764471685695668224 |