Journal articles published externally

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Subject: Economics of Gender × Subject: Economic Development: Human Resources × Author: Chaudhury, Nazmul × Has files: false × Start date: 2010 × End date: 2010 ×

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    Conditional Cash Transfers and Female Schooling : The Impact of the Female School Stipend Programme on Public School Enrolments in Punjab, Pakistan
    (2010) Chaudhury, Nazmul; Parajuli, Dilip
    Instead of mean-tested Conditional Cash Transfer (CCT) programmes, some countries have implemented gender-targeted CCTs to explicitly address intra-household disparities in human capital investments. This study focuses on addressing the direct impact of a female school stipend programme in Punjab, Pakistan--Did the intervention increase female enrolment in public schools? To address this question, we draw upon data from the provincial school censuses 2003 and 2005. We estimate the net growth in female enrolments in grade 6-8 in stipend eligible schools. Impact evaluation analysis, including difference-and-difference (DD), triple differencing (DDD) and regression-discontinuity design (RDD), indicate a modest but statistically significant impact of the intervention. The preferred estimator derived from a combination of DDD and RDD empirical strategies suggests that the average programme impact between 2003 and 2005 was an increase of six female students per school in terms of absolute change and an increase of 9% in female enrolment in terms of relative change. A triangulation effort is also undertaken using two rounds of a nationally representative household survey before and after the intervention. Even though the surveys are not representative at the sub-provincial level, the results corroborate evidence of the impact using school census data.
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    Religious Schools, Social Values, and Economic Attitudes: Evidence from Bangladesh
    (2010) Asadullah, Mohammad Niaz; Chaudhury, Nazmul
    This paper uses new data on female graduates of registered secondary secular schools and madrasas from rural Bangladesh and tests whether there exist attitudinal gaps by school type and what teacher-specific factors explain these gaps. Even after controlling for a rich set of individual, family, and school traits, we find that madrasa graduates differ on attitudes associated with issues such as working mothers, desired fertility, and higher education for girls, when compared to their secular schooled peers. On the other hand, madrasa education is associated with attitudes that are still conducive to democracy. We also find that exposure to female and younger teacher is associated with more favorable attitudes among graduates.