Ngatia, MũthoniEvans, David K.2024-01-092024-01-092020-02-24World Bank Economic Review1564-698X online0258-6770 printhttps://openknowledge.worldbank.org/handle/10986/40865In recent decades, the number of evaluated interventions to improve access to school has multiplied, but few studies report long-term impacts. This paper reports the impact of an educational intervention that provided school uniforms to children in poor communities in Kenya. The program used a lottery to determine who would receive a school uniform. Receiving a uniform reduced school absenteeism by 37 percent for the average student (7 percentage points) and by 55 percent for children who initially had no uniform (15 percentage points). Eight years after the program began, there is no evidence of sustained impact of the program on highest grade completed or primary school completion rates. A bounding exercise suggests no substantive positive, long-term impacts. These results contribute to a small literature on the long-run impacts of educational interventions and demonstrate the risk of initial impacts depreciating over time.enCC BY-NC-ND 3.0 IGOEDUCATIONECONOMIC DEVELOPMENTEDUCATION COST REDUCTIONSCHOOL UNIFORMSLONG-TERM IMPACT OF EDUCATIONAL INTERVENTIONSCHOOL UNIFORMS AND SELF-ESTEEMSCHOOL ATTRITIONQUALITY EDUCATIONSDG 4Journal ArticleWorld Bank10.1596/40865