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Economics 172 Issues in African Economic Development

Economics 172 Issues in African Economic Development. Lecture 14 March 2, 2006. Outline: The Girls Scholarship Program (GSP) in Kenya: Project design Theoretical perspectives Project results and implications. The Girls Scholarship Program (GSP).

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Economics 172 Issues in African Economic Development

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  1. Economics 172Issues in African Economic Development Lecture 14 March 2, 2006

  2. Outline: • The Girls Scholarship Program (GSP) in Kenya: Project design • Theoretical perspectives • 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 Economics 172

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