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Cambodia - Getting girls into school : evidence from a scholarship program (Inglês)

Increasing the schooling attainment of girls is a challenge in much of the developing world. In this paper the authors evaluate the impact of a program that gives scholarships to girls making the transition between the last year of primary school and the first year of secondary school in Cambodia. The report shows that the scholarship program had a large, positive effect on the school enrollment and attendance of girls. The authors' preferred set of estimates suggest program effects on enrollment and attendance at program schools of 30 to 43 percentage points; scholarship recipients were also more likely to be enrolled at any school (not just program schools) by a margin of 22 to 33 percentage points. The impact of the Japan Fund for Poverty Reduction program appears to have been largest among girls with the lowest socioeconomic status at baseline. The results we present are robust to a variety of controls for observable differences between scholarship recipients and non-recipients, to unobserved heterogeneity across girls, and to selective attrition out of the sample.

Detalhes

  • Data do documento

    2006/03/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    36727

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Camboja,

  • Região

    Leste Asiático e Pacífico,

  • Data de divulgação

    2006/08/02

  • Disclosure Status

    Disclosed

  • Nome do documento

    Cambodia - Getting girls into school : evidence from a scholarship program

  • Palavras-chave

    program effect;Demographic and Health Survey;scholarship recipient;application form;conditional cash transfer program;out of school child;Royal Government of Cambodia;source of drinking water;gender equality in right;program impact;school visit;propensity score matching;socioeconomic status;means of transportation;proportion of girl;attendance of girl;distance to school;fixed effect;Development Sector Unit;Learning and Innovation Credit;low socioeconomic status;complete primary school;complete secondary school;girls into school;returns to schooling;enrollment of girl;linear probability model;public sector institution;development research group;education policy reform;primary school teacher;education policy development;health of woman;class size effect;quality basic education;world development indicator;parental education;millennium development goal;principal component analysis;universal primary education;education for girl;child cognitive development;total enrollment rate;school enrollment;standard error;treatment effect;school outcome;test score;attending school;assessment study;child labor;composite measure;school year;research observer;confidence interval;financial aid;grade enrollment;poor household;schooling attainment;Land Ownership;parameter estimate;program administrator;college enrollment;sector reports;natural experiment;development study;scholastic achievement;Exchange Rates;present evidence;sample selection;social outcome;Child Mortality;female education;Child Health;eligible school;voucher program;enrollment ratio;research program;quality schooling;repetition rate;empirical evidence;poverty program;empirical model;aggregate measure;disadvantaged backgrounds;school attendance;socio-economic survey;instrumental variable;alternative specification;local management;present value;upper bind;individual question;pass grade;remote area;regression results;school school;school level;financial incentive;eligibility threshold;gender parity;local program;schooling level;Pension Income;gender difference;wealth effect;panel data;income dynamic;econometric evaluation;job training;behavioral response;enrollment subsidy;observational study;causal effect;rural girl;rural area;application data;socioeconomic variables;electric light;toilet facility;cooking fuel;followup survey;school attainment;poor girl;selection rules;random sample;school voucher;demographic composition;private schooling;

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