ERIC Number: EJ1048287
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 33
What Works in Developing Nations to Get Children into School or Keep Them There?: A Systematic Review of Rigorous Impact Studies
Petrosino, Anthony; Morgan, Claire; Fronius, Trevor; Tanner-Smith, Emily E.; Boruch, Robert F.
Research on Social Work Practice, v25 n1 p44-60 Jan 2015
Due to evidence linking education and development, funding has been invested in interventions relevant to getting youth into school and keeping them there. This article reports on a systematic review of impact studies of these school enrollment interventions. Reports were identified through electronic searches of bibliographic databases and other methods. To be eligible, studies (1) assessed impact on primary or secondary school enrollment outcomes; (2) used a rigorous design; (3) were conducted in a low- or middle-income nation; (4) included at least one quantifiable measure of enrollment or related outcomes; (5) were available before December 2009; and (6) included data on participants post-1990. A coding instrument extracted data on study characteristics from each report. Standardized mean difference effect sizes were computed for the first effect reported. The sample includes 73 evaluations. The average effect size was positive across all outcomes. However, the results varied. Studies that focused on building new schools and other infrastructure interventions reported the largest average effects.
Descriptors: Developing Nations, Literature Reviews, Best Practices, School Holding Power, Academic Persistence, Enrollment Influences, Enrollment Management, Effect Size, Intervention, Meta Analysis, Adolescents, Attendance, Enrollment Rate, Graduation Rate, Scores, Outcome Measures, Academic Achievement, Electronic Libraries, Dropout Rate, Classification, Educational Assessment, Educational Indicators
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Publication Type: Journal Articles; Information Analyses; Reports - Research
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