Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management : Evidence from India
The Sustainable Development Goals set a triple educational objective: improve access to, quality of, and gender equity in education. This paper documents the effectiveness of a multifaceted educational program, pursuing these three objectives simul...
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World Bank, Washington, DC
2019
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| Online Access: | http://documents.worldbank.org/curated/en/705251576157629056/Effects-of-a-Multi-Faceted-Education-Program-on-Enrollment-Equity-Learning-and-School-Management-Evidence-from-India http://hdl.handle.net/10986/33024 |
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okr-10986-330242022-09-20T00:13:53Z Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management : Evidence from India Delavallade, Clara Griffith, Alan Thornton, Rebecca EDUCATION SCHOOL EFFECTIVENESS LEARNING ENROLLMENT GENDER EQUALITY RANDOMIZED EXPERIMENT SUSTAINABLE DEVELOPMENT GOALS AFRICA GENDER POLICY GENDER INNOVATION LAB The Sustainable Development Goals set a triple educational objective: improve access to, quality of, and gender equity in education. This paper documents the effectiveness of a multifaceted educational program, pursuing these three objectives simultaneously, in rural India. Using an experiment in 230 schools, the paper measures the effects of the program on students' school participation and academic performance over two years, while also examining heterogeneous impacts and sustainability. The findings show that the program increased enrollment, especially among girls (8.1 percent in the first year, 11.7 percent in the second), reducing gender gaps in school retention. The findings show large learning gains of 0.323 standard deviation due to the program in the first year and 0.156 standard deviation at the end of the second year, which did not vary by gender. There were also large effects on school management outcomes, increasing the number of meetings by 16 percent and the number of improvement plans completed by 25 percent. 2019-12-13T21:59:10Z 2019-12-13T21:59:10Z 2019-12 Working Paper http://documents.worldbank.org/curated/en/705251576157629056/Effects-of-a-Multi-Faceted-Education-Program-on-Enrollment-Equity-Learning-and-School-Management-Evidence-from-India http://hdl.handle.net/10986/33024 English Policy Research Working Paper;No. 9081 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 South Asia India |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
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Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
EDUCATION SCHOOL EFFECTIVENESS LEARNING ENROLLMENT GENDER EQUALITY RANDOMIZED EXPERIMENT SUSTAINABLE DEVELOPMENT GOALS AFRICA GENDER POLICY GENDER INNOVATION LAB |
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EDUCATION SCHOOL EFFECTIVENESS LEARNING ENROLLMENT GENDER EQUALITY RANDOMIZED EXPERIMENT SUSTAINABLE DEVELOPMENT GOALS AFRICA GENDER POLICY GENDER INNOVATION LAB Delavallade, Clara Griffith, Alan Thornton, Rebecca Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management : Evidence from India |
| geographic_facet |
South Asia India |
| relation |
Policy Research Working Paper;No. 9081 |
| description |
The Sustainable Development Goals set a
triple educational objective: improve access to, quality of,
and gender equity in education. This paper documents the
effectiveness of a multifaceted educational program,
pursuing these three objectives simultaneously, in rural
India. Using an experiment in 230 schools, the paper
measures the effects of the program on students' school
participation and academic performance over two years, while
also examining heterogeneous impacts and sustainability. The
findings show that the program increased enrollment,
especially among girls (8.1 percent in the first year, 11.7
percent in the second), reducing gender gaps in school
retention. The findings show large learning gains of 0.323
standard deviation due to the program in the first year and
0.156 standard deviation at the end of the second year,
which did not vary by gender. There were also large effects
on school management outcomes, increasing the number of
meetings by 16 percent and the number of improvement plans
completed by 25 percent. |
| format |
Working Paper |
| author |
Delavallade, Clara Griffith, Alan Thornton, Rebecca |
| author_facet |
Delavallade, Clara Griffith, Alan Thornton, Rebecca |
| author_sort |
Delavallade, Clara |
| title |
Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management : Evidence from India |
| title_short |
Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management : Evidence from India |
| title_full |
Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management : Evidence from India |
| title_fullStr |
Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management : Evidence from India |
| title_full_unstemmed |
Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management : Evidence from India |
| title_sort |
effects of a multi-faceted education program on enrollment, equity, learning, and school management : evidence from india |
| publisher |
World Bank, Washington, DC |
| publishDate |
2019 |
| url |
http://documents.worldbank.org/curated/en/705251576157629056/Effects-of-a-Multi-Faceted-Education-Program-on-Enrollment-Equity-Learning-and-School-Management-Evidence-from-India http://hdl.handle.net/10986/33024 |
| _version_ |
1764477830829178880 |