Title page
Contents
Abstract 2
1. Introduction 4
2. Design 6
2.1. Research Question and General Hypothesis 6
2.2. Theoretical Framework 6
2.3. Context 10
2.4. Intervention 13
2.5. Theory of Change 15
2.6. Identification strategy 16
2.7. Outcomes 17
2.8. Data 19
2.9. Treatment Allocation and Sampling 20
2.10. Study Timeline 23
2.11. Compliance 23
2.12. Attrition 23
3. Results 24
3.1. Test Scores 24
3.2. Student Progression 24
3.3. Heterogeneity 24
3.4. Robustness Checks 25
3.5. Mechanisms 26
4. Discussion 26
4.1. Cost Effectiveness 27
4.2. Sustainability 28
5. Conclusion 28
Acknowledgments 29
References 36
A. Appendix 41
B. Supplementary Data 50
Table 1. Balance: Impact Evaluation Sample: Treatment vs Control 30
Table 2. Balance: Impact Evaluation Sample: Treatment vs Control 30
Table 3. Differential Dropout and Attrition 31
Table 4. Impact of the Intervention on Test Scores 31
Table 5. Impact of the Intervention on Student Progression 32
Table 6. Impact of the Intervention on Test Scores (Heterogeneity by PTR in lower primary at baseline) 32
Table 7. Impact of the Intervention on Test Scores (Heterogeneity by gender) 33
Table 8. Impact of the Intervention on Test Scores (Heterogeneity by student age at baseline) 33
Table 9. Impact of the Intervention on Test Scores (Heterogeneity by total score at baseline) 34
Table 10. Impact of the Intervention on several mechanism indices 35
Table 11. Impact of the Intervention on the components of the Remedial Classes mechanism 35
Table 12. Total Scores vs School Exposure: Treatment with Interaction 46
Table 13. Augmented Intervention 49
Figure 1. Education Production Function 8
Figure 2. Theory of Change 16