The effects of booster classes in protracted crisis settings: Evidence from Kenyan refugee camps (Published online: 13 Jul 2023)

doi:10.1080/19439342.2023.2229294

Publication:
The effects of booster classes in protracted crisis settings: Evidence from Kenyan refugee camps (Published online: 13 Jul 2023)

dc.contributor.author	Brudevold-Newman, Andrew
dc.contributor.author	De Hoop, Thomas
dc.contributor.author	Holla, Chinmaya
dc.contributor.author	Isaboke, Darius
dc.contributor.author	Kinoti, Timothy
dc.contributor.author	Ring, Hannah
dc.contributor.author	Rothbard, Victoria
dc.date.accessioned	2023-10-12T19:06:42Z
dc.date.available	2023-10-12T19:06:42Z
dc.date.issued	2023-10-12
dc.description.abstract	Students in protracted crisis settings often face a range of challenges which combine to yield low education outcomes. This paper presents the results from a randomised controlled trial of weekend and holiday booster classes for 7th and 8th grade girls in Kakuma refugee camp in Kenya, that aimed to improve girls’ education outcomes and increase transition rates from primary to secondary school. While qualitative results suggested numerous advantages of the booster classes, including more freedom to ask questions, smaller class sizes, and kinder teachers, the program did not yield statistically significant effects on learning outcomes, school attendance or noncognitive skills. Mixed-methods research suggests that the limited impacts may stem from implementation challenges including irregular booster class attendance and a lack of appropriate teaching materials. More broadly, the results show the importance of accounting for implementation challenges in the reporting of impact evaluation results.	en
dc.identifier.citation	Journal of Development Effectiveness
dc.identifier.doi	10.1596/40461
dc.identifier.issn	1943-9342 (print)
dc.identifier.issn	1943-9407 (online)
dc.identifier.uri	https://openknowledge.worldbank.org/handle/10986/40461
dc.language.iso	en_US
dc.publisher	Taylor and Francis
dc.rights	CC BY-NC-ND 3.0 IGO
dc.rights.holder	World Bank
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/3.0/igo/
dc.subject	EDUCATION
dc.subject	REFUGEES
dc.subject	LEARNING OUTCOMES
dc.subject	KENYA
dc.subject	RANDOMISED CONTROLLED TRIALS
dc.title	The effects of booster classes in protracted crisis settings	en
dc.title.subtitle	Evidence from Kenyan refugee camps (Published online: 13 Jul 2023)	en
dc.type	Journal Article
dspace.entity.type	Publication
okr.associatedcontent	https://www.tandfonline.com/doi/full/10.1080/19439342.2023.2229294 Journal website (version of record)
okr.crossref.title	The effects of booster classes in protracted crisis settings: Evidence from Kenyan refugee camps (Published online: 13 Jul 2023)
okr.date.disclosure	2025-01-13
okr.doctype	Publications & Research
okr.doctype	Publications & Research::Journal Article
okr.externalcontent	External Content
okr.identifier.doi	10.1080/19439342.2023.2229294
okr.identifier.doi	http://dx.doi.org/10.1596/40461
okr.language.supported	en
okr.pagenumber	287-301
okr.peerreview	Academic Peer Review
okr.region.administrative	Africa Eastern and Southern (AFE)
okr.region.country	Kenya
okr.topic	Education::Education Reform and Management
okr.topic	Gender::Gender and Education
okr.volume	15 (3)