Can Discussions about Girls’ Education Improve Academic Outcomes? Evidence from a Randomized Development Project

doi:10.1093/wber/lhae021

Publication:
Can Discussions about Girls’ Education Improve Academic Outcomes? Evidence from a Randomized Development Project

creativework.datePublished	Published: 15 May 2024
creativeworkseries.issn	1564-698X
dc.contributor.author	Cotton, Christopher S.
dc.contributor.author	Nordstrom, Ardyn
dc.contributor.author	Nanowski, Jordan
dc.contributor.author	Richert, Eric
dc.date.accessioned	2025-02-13T20:47:10Z
dc.date.available	2025-02-13T20:47:10Z
dc.date.issued	2024-02-13
dc.description.abstract	This article evaluates the impact of facilitated discussions about girls’ education on education outcomes for students in rural Zimbabwe. The staggered implementation of components of a randomized education project allowed for the causal analysis of a dialogue-based engagement campaign. This campaign involved regular discussions between trained facilitators and parents, teachers, and youth about girls’ rights, the importance of attending school, and the barriers girls face in pursuing education. The campaigns increased mathematics performance and enrollment in the year after implementation. There was no similar improvement in literacy performance during this period. Longer-term data on the broader project suggest that additional education-focused interventions did not further increase mathematics performance and enrollment beyond what can be attributable to the dialogue campaigns alone.	en
dc.identifier	http://documents.worldbank.org/curated/en/099734502052528888/IDU1208b2a4019136145771bfa011034197e4ddb
dc.identifier.citation	The World Bank Economic Review
dc.identifier.doi	10.1093/wber/lhae021
dc.identifier.issn	0258-6770
dc.identifier.uri	https://hdl.handle.net/10986/42817
dc.language	English
dc.language.iso	en_US
dc.publisher	Published by Oxford University Press on behalf of the World Bank
dc.relation.ispartofseries	World Bank Economic Review
dc.rights	CC BY 3.0 IGO
dc.rights.holder	World Bank
dc.rights.uri	https://creativecommons.org/licenses/by/3.0/igo/
dc.subject	GIRLS' EDUCATION CHALLENGE
dc.subject	RANDOMIZED CONTROLLED TRIAL
dc.subject	MULTIFACETED INTERVENTION
dc.subject	DISCUSSION-BASED INFORMATION CAMPAIGN
dc.subject	EMPOWERMENT PROGRAMS
dc.title	Can Discussions about Girls’ Education Improve Academic Outcomes? Evidence from a Randomized Development Project	en
dc.type	Journal Article
dspace.entity.type	Publication
okr.associatedcontent	https://academic.oup.com/wber/article/39/1/211/7674036 Journal website (version of record)
okr.date.disclosure	2025-02-13
okr.date.lastmodified	2025-02-12T00:00:00Z	en
okr.doctype	Journal Article
okr.doctype	Publications & Research
okr.docurl	http://documents.worldbank.org/curated/en/099734502052528888/IDU1208b2a4019136145771bfa011034197e4ddb
okr.guid	099734502052528888
okr.identifier.docmid	IDU-208b2a40-9136-4577-bfa0-1034197e4ddb
okr.identifier.doi	10.1093/wber/lhae021
okr.identifier.externaldocumentum	34453086
okr.identifier.internaldocumentum	34453086
okr.identifier.report	197047
okr.import.id	6612
okr.imported	true	en
okr.language.supported	en
okr.pagenumber	211–227
okr.pdfurl	http://documents.worldbank.org/curated/en/099734502052528888/pdf/IDU1208b2a4019136145771bfa011034197e4ddb.pdf	en
okr.peerreview	Academic Peer Review
okr.region.administrative	Africa
okr.region.country	Zimbabwe
okr.topic	Gender::Gender and Education
okr.topic	Education::Knowledge for Development
okr.unit	People - Education Global (HEDGE)
okr.volume	39(1)
relation.isJournalIssueOfPublication	899f0d72-a0ab-4dbb-8852-d20e333adc69
relation.isJournalIssueOfPublication.latestForDiscovery	899f0d72-a0ab-4dbb-8852-d20e333adc69
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relation.isJournalVolumeOfPublication	b8277c4a-86bf-4716-8242-959056ca1af1