81369 enGender Impact: The World Bank’s Gender Impact Evaluation Database Impacts of an Early Stage Education Intervention on Students' Learning Achievement: Evidence from the Philippines Author(s) Futoshi Yamauchi and Yanyan Liu Contact fyamauchi@worldbank.org Country Philippines Organizing Theme Education and Skills, Economic opportunities and Access to Assets Status Completed Intervention Category Education Sector Education This paper examines the long-term impacts of improved school quality at the elementary school stage on subsequent schooling investments and labor market outcomes using unique data from a recent survey that tracked students in the Philippines. The empirical results, which are based on a comparison of students who graduated from schools located in adjacent treatment and control areas before and after a school intervention, show Abstract significant differences in subsequent schooling investments, migration, and labor market earnings between females and males. That is, females study more (relative to males) and tend to migrate and earn more if they receive high-quality educational investments at an early stage. The above results are consistent with females’ greater incentives to study, driven by their higher returns to schooling, especially after high school completion, observed in the labor market. Gender Connection Gender Informed Analysis Gender Outcomes Gender disaggregated outcomes: School Attainment, wages, migration IE Design Difference in Difference and Propensity Score Matching The TEEP program provided a package of investments of (1) school building construction and renovation, (2) textbooks, (3) teacher training, (4) school-based management, and (5) other facility and equipment support to 23 (out of 91) provinces that were identified as most socially depressed in the Social Reform Agenda. The program instituted school-based Intervention management where schools were given more control over their own governance and school finance became more decentralized. Schools had to set and monitor improvement plans every year. Previous evaluations calculated that TEEP students increased test scores by about 12-15 points (The units of test scores are not provided). Intervention Period The program was implemented from the 2000-2006 school years Data come from a survey of "relatively poor" school districts from 4 intervention divisions and 4 non-intervention divisions in three major metropolitan areas. Schools were randomly sampled from elementary schools that fit 3 criteria (1) total enrollment larger than 120 (2) Sample population has at least one class per grade (3) offers grades 1-6. In each intervention division 15 schools were selected and in each non-intervention division 10 schools were selected. From each school, 15 6th grade students were sampled in the control group of students who Last updated: 14 August 2013 1 enGender Impact: The World Bank’s Gender Impact Evaluation Database completed school before the intervention and 20 6th grade students total were randomly sampled from two subsequent years after the intervention. (1) Schools in Provinces that did not received the TEEP program (2) The difference in the Comparison conditions effect of girls and boys who were enrolled in TEEP schools Unit of analysis Student/ Individual Level Evaluation Period The study uses test score data ranging from 2000-2005 school years TEEP increases the female to male gap in educational attainment by .34 years and reduces repetition by .14 (no unit) and increases the gap in enrollment rate by 9 percent. Females Results are 38% more likely to migrate, but TEEP does not affect the likelihood of migration. TEEP had no effect on males wages, but TEEP reduced the male female wage gap in areas where females started with lower salaries. Sources of bias (1) TEEP is targeted to poorer provinces thus placement of TEEP is non- random. To mitigate this effect, the evaluation sampled TEEP and non-TEEP areas so that they would have similar characteristics; remaining differences are dealt with through Primary study limitations propensity score matching. (2) Time invariant shocks may differ in TEEP and Non-TEEP areas. (3) The wage equation may be biased due to sample selection, salaries are only observed for individuals who have entered the labor market. The Heckman correction was used to determine robustness of results Funding Source Specific Investment Loan Yamauchi, F., & Liu, Y. (2013). Impacts of an early stage education intervention on Reference(s) students' learning achievement: evidence from the Philippines. The Journal of Development Studies, 49(2), 208-222. Link to Studies https://openknowledge.worldbank.org/handle/10986/12109 Microdata Last updated: 14 August 2013 2