ERIC Number: ED507466
Record Type: Non-Journal
Publication Date: 2009-Jun-12
Reference Count: 7
Impact Evaluation of Burkina Faso's BRIGHT Program. Final Report
Levy, Dan; Sloan, Matt; Linden, Leigh; Kazianga, Harounan
Mathematica Policy Research, Inc.
The BRIGHT program was designed to improve the educational outcomes of children in Burkina Faso. It focused on girls in particular and was implemented in 132 rural villages throughout the 10 provinces of the country in which girls' enrollment rates were lowest. It consisted of constructing primary schools with three classrooms and implementing a set of complementary interventions. This report documents the main findings from the impact evaluation of the BRIGHT program. The evaluation design involved comparing children in the 132 BRIGHT villages (participant group) with children in 161 similar villages that had applied to participate in BRIGHT but were not chosen (comparison group). In general, the main conclusions are that BRIGHT had about a 20 percentage point positive impact on girls' primary school enrollment, and had positive impacts on Math and French test scores for both girls and boys. Although the magnitude of BRIGHT's estimated impacts is larger than that observed in typical education interventions in developing countries, a cost-effectiveness analysis would be needed to assess whether the effects are large on a per-dollar basis. In particular, it would be useful to know whether building a less expensive school of the sort typically built in Burkina Faso would have generated similar impacts. While this evaluation cannot answer this question definitively, the authors found suggestive evidence indicating that part of the impact of BRIGHT came from having built a school in villages in which no school would have been available, and part from having built a school with a better infrastructure and add-on components than the typical school that would have been available without BRIGHT. Appendices include: (1) Copy of Application Form; (2) Rules to Calculate Eligibility Score; (3) List of Communities with Eligibility Scores; (4) School and Household Questionnaires; (5) Request for Proposal for Data Collection; (6) Training Manual Used for Data Collection; (7) Statistical Analyses to Verify Appropriateness of Regression Discontinuity Design; (8) Statistical Analyses to Verify Robustness of Impact Estimates; and (9) Access vs. Quality. (Contains 1 box, 16 tables, 10 figures, and 9 footnotes.)
Descriptors: Eligibility, Females, Educational Objectives, Outcomes of Education, Academic Achievement, Program Effectiveness, Foreign Countries, Evaluation Methods, Enrollment Rate, Rural Areas, Rural Schools, Intervention, Comparative Analysis, Mathematics Achievement, French, Second Language Learning, Scores, Achievement Tests, Developing Nations, Evidence, Statistical Analysis, Cost Effectiveness, School Effectiveness, Educational Assessment
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: email@example.com; Web site: http://www.mathematica-mpr.com
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: Mathematica Policy Research, Inc.
Identifiers - Location: Burkina Faso