Economics 172 Issues in African Economic Development Lecture 14 March 2, 2006
Economics 172 Issues in African Economic Development Lecture 14 March 2, 2006.
Dec 29, 2015
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Economics 172Issues in African Economic Development
Lecture 14
March 2, 2006
Economics 172 2
Outline:
(1) The Girls Scholarship Program (GSP) in Kenya: Project design
(2) Theoretical perspectives
(3) Project results and implications
Economics 172 3
The Girls Scholarship Program (GSP)
• GSP is a randomized evaluation of a merit award for Grade 6 girls in Busia and Teso districts, Kenya
Economics 172 4
The Girls Scholarship Program (GSP)
• GSP is a randomized evaluation of a merit award for Grade 6 girls in Busia and Teso districts, Kenya
• 64 Treatment schools, 63 comparison schools
• The top 15% of girls in program schools (by district) received a $38 prize, and a public awards ceremony
Economics 172 5
The Girls Scholarship Program (GSP)
• GSP is a randomized evaluation of a merit award for Grade 6 girls in Busia and Teso districts, Kenya
• 64 Treatment schools, 63 comparison schools
• The top 15% of girls in program schools (by district) received a $38 prize, and a public awards ceremony
• What impact do these incentives have on test scores and other measures of school performance?
Economics 172 6
The Girls Scholarship Program (GSP)
• Treatment and comparison group schools are similar (Table 3, Figure 5)
Economics 172 7
Economics 172 8
Economics 172 9
Economics 172 10
Why might incentives have an impact?Theoretical perspectives
• Extrinsic motivation (exploiting immediate gratification)
Economics 172 11
Why might incentives have an impact?Theoretical perspectives
• Extrinsic motivation (exploiting immediate gratification)• vs. Intrinsic motivation (“love of learning”)
Economics 172 12
Why might incentives have an impact?Theoretical perspectives
• Extrinsic motivation (exploiting immediate gratification)• vs. Intrinsic motivation (“love of learning”)
• Parent encouragement / pressure on the girls
Economics 172 13
Why might incentives have an impact?Theoretical perspectives
• Extrinsic motivation (exploiting immediate gratification)• vs. Intrinsic motivation (“love of learning”)
• Parent encouragement / pressure on the girls• Great teacher effort (altruism, recognition)
Economics 172 14
Why might incentives have an impact?Theoretical perspectives
• Extrinsic motivation (exploiting immediate gratification)• vs. Intrinsic motivation (“love of learning”)
• Parent encouragement / pressure on the girls• Great teacher effort (altruism, recognition)
• Community mobilization to support the program
Economics 172 15
GSP empirical impacts
• Impacts are positive and quite large for cohort 1:
0.12-0.13 standard deviations on average (Table 4)
Economics 172 16
GSP empirical impacts
• Impacts are positive and quite large for cohort 1:
0.12-0.13 standard deviations on average (Table 4)
• There are similar effects for girls and boys• Positive effects are concentrated in Busia district
(gains of 0.2 s.d.), but are zero in Teso district
Economics 172 17
Economics 172 18
Economics 172 19
Difficulties in Teso district
• This NGO, and other NGOs, have long had trouble introducing new projects into Teso district
• The dominant ethnic groups are different in Busia district and Teso district
Economics 172 20
Difficulties in Teso district
• This NGO, and other NGOs, have long had trouble introducing new projects into Teso district
• The dominant ethnic groups are different in Busia district and Teso district
• There was a tragic lightning strike incident in a Teso district primary school in April 2001 – seven students died (27 injured), and NGO project work became even more difficult afterwards. Five Teso district schools pulled out of the program
Economics 172 21
Economics 172 22
Economics 172 23
Economics 172 24
Economics 172 25
Summarizing GSP empirical findings
• Focusing on Busia district schools:
Gains for girls are 0.21-0.28 s.d., even the year after the scholarship competition
Economics 172 26
Summarizing GSP empirical findings
• Focusing on Busia district schools:
Gains for girls are 0.21-0.28 s.d., even the year after the scholarship competition
Gains for boys are 0.07-0.18 s.d., evidence of a substantial classroom externality effect
Economics 172 27
Summarizing GSP empirical findings
• Focusing on Busia district schools:
Gains for girls are 0.21-0.28 s.d., even the year after the scholarship competition
Gains for boys are 0.07-0.18 s.d., evidence of a substantial classroom externality effect
• There are no gains in Teso district
Economics 172 28
Why are there program effects in Busia?
• Student school participation increased by 5 percentage points in program schools (Table 7), for girls and boys
• Teacher attendance increased 6 percentage points
• There are no significant changes in students’ study habits, work at home, or attitudes toward education, but suggestive evidence of more school supplies purchased for girls (Table 8)
Economics 172 29
Economics 172 30
What are the policy implications?
• Positive impacts:
Test scores improved more than any other project we have studied in Kenya, and for relatively low cost
Economics 172 31
What are the policy implications?
• Positive impacts:
Test scores improved more than any other project we have studied in Kenya, and for relatively low cost
GSP could promote empowerment of women and changes in social norms about girls’ education
Economics 172 32
What are the policy implications?
• Positive impacts:
Test scores improved more than any other project we have studied in Kenya, and for relatively low cost
GSP could promote empowerment of women and changes in social norms about girls’ education
• Possible concerns / limitations:
In the long-run, will GSP destroy the love of learning?
Economics 172 33
What are the policy implications?
• Positive impacts:
Test scores improved more than any other project we have studied in Kenya, and for relatively low cost
GSP could promote empowerment of women and changes in social norms about girls’ education
• Possible concerns / limitations:
In the long-run, will GSP destroy the love of learning?
Are the findings general? (Recall Teso district result)
What if girls and boys competed against each other?
Economics 172 34
Whiteboard #1
Economics 172 35
Whiteboard #2
Economics 172 36
Whiteboard #3
Economics 172 37
Whiteboard #4
Economics 172 38
Whiteboard #5
Economics 172 39
Map of Africa
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