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ERIC Number: ED562797
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Impacts of a Program to Improve Girls' Enrollment and Persistence in Liberia Elementary Schools: The Challenge of Using Gender Differences in Aggregate Outcome Trends to Identify Program Effects
Bos, Johannes M.; Sherman, Dan; Orgut, Burhan
Society for Research on Educational Effectiveness
Under-enrollment of girls in primary and secondary is a longstanding and well-documented problem in developing countries. Limited parental and communal resources combine with cultural factors to create a disincentive for parents to send their girls to school and to keep them there throughout the school year and for the full primary and secondary school years. Girls in developing countries often enroll in school later than boys, attend less consistently, and drop out of school earlier. This phenomenon has serious negative consequences for the girls, their families, their future children, and the economic and social development of the communities in which they live. Because of this, girls' education has been a major focus for international aid agencies like USAID and for NGOs engaged in international educational development. The evidence on the effectiveness of programs to promote girls' enrollment and attendance is relatively limited. The project described herein is a demonstration project involving 60 primary schools in three counties in Liberia. The project, funded by USAID and the Millennium Challenge Corporation, provided 40 of these schools with three years of funding and logistical support to implement three different intervention models. The remaining 20 schools functioned as a comparison group. Outcomes for children exposed to three intervention models are compared to identify which model is the most effective one to carry forward in further scale up of the intervention. The purpose of the study is to (1) document the implementation of the three models in the participating schools; (2) measure the impacts of each of the three models on girls' educational outcomes; and (3) analyze the relative cost-effectiveness of the three models under different assumptions.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: USAID
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Liberia