1. Economics 172 Issues in African Economic Development Lecture 14 March 2, 2006

2. Economics 1722 Outline: (1)The Girls Scholarship Program (GSP) in Kenya: Project design (2)Theoretical perspectives (3)Project results and implications

3. Economics 1723 The Girls Scholarship Program (GSP) GSP is a randomized evaluation of a merit award for Grade 6 girls in Busia and Teso districts, Kenya

4. Economics 1724 The Girls Scholarship Program (GSP) GSP is a randomized evaluation of a merit award for Grade 6 girls in Busia and Teso districts, Kenya 64 Treatment schools, 63 comparison schools The top 15% of girls in program schools (by district) received a $38 prize, and a public awards ceremony

5. Economics 1725 The Girls Scholarship Program (GSP) GSP is a randomized evaluation of a merit award for Grade 6 girls in Busia and Teso districts, Kenya 64 Treatment schools, 63 comparison schools The top 15% of girls in program schools (by district) received a $38 prize, and a public awards ceremony What impact do these incentives have on test scores and other measures of school performance?

6. Economics 1726 The Girls Scholarship Program (GSP) Treatment and comparison group schools are similar (Table 3, Figure 5)

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10. 10 Why might incentives have an impact? Theoretical perspectives Extrinsic motivation (exploiting immediate gratification)

11. Economics 17211 Why might incentives have an impact? Theoretical perspectives Extrinsic motivation (exploiting immediate gratification) vs. Intrinsic motivation (“love of learning”)

12. Economics 17212 Why might incentives have an impact? Theoretical perspectives Extrinsic motivation (exploiting immediate gratification) vs. Intrinsic motivation (“love of learning”) Parent encouragement / pressure on the girls

13. Economics 17213 Why might incentives have an impact? Theoretical perspectives Extrinsic motivation (exploiting immediate gratification) vs. Intrinsic motivation (“love of learning”) Parent encouragement / pressure on the girls Great teacher effort (altruism, recognition)

14. Economics 17214 Why might incentives have an impact? Theoretical perspectives Extrinsic motivation (exploiting immediate gratification) vs. Intrinsic motivation (“love of learning”) Parent encouragement / pressure on the girls Great teacher effort (altruism, recognition) Community mobilization to support the program

15. Economics 17215 GSP empirical impacts Impacts are positive and quite large for cohort 1: 0.12-0.13 standard deviations on average (Table 4)

16. Economics 17216 GSP empirical impacts Impacts are positive and quite large for cohort 1: 0.12-0.13 standard deviations on average (Table 4) There are similar effects for girls and boys Positive effects are concentrated in Busia district (gains of 0.2 s.d.), but are zero in Teso district

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19. Economics 17219 Difficulties in Teso district This NGO, and other NGOs, have long had trouble introducing new projects into Teso district The dominant ethnic groups are different in Busia district and Teso district

20. Economics 17220 Difficulties in Teso district This NGO, and other NGOs, have long had trouble introducing new projects into Teso district The dominant ethnic groups are different in Busia district and Teso district There was a tragic lightning strike incident in a Teso district primary school in April 2001 – seven students died (27 injured), and NGO project work became even more difficult afterwards. Five Teso district schools pulled out of the program

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25. Economics 17225 Summarizing GSP empirical findings Focusing on Busia district schools: Gains for girls are 0.21-0.28 s.d., even the year after the scholarship competition

26. Economics 17226 Summarizing GSP empirical findings Focusing on Busia district schools: Gains for girls are 0.21-0.28 s.d., even the year after the scholarship competition Gains for boys are 0.07-0.18 s.d., evidence of a substantial classroom externality effect

27. Economics 17227 Summarizing GSP empirical findings Focusing on Busia district schools: Gains for girls are 0.21-0.28 s.d., even the year after the scholarship competition Gains for boys are 0.07-0.18 s.d., evidence of a substantial classroom externality effect There are no gains in Teso district

28. Economics 17228 Why are there program effects in Busia? Student school participation increased by 5 percentage points in program schools (Table 7), for girls and boys Teacher attendance increased 6 percentage points There are no significant changes in students’ study habits, work at home, or attitudes toward education, but suggestive evidence of more school supplies purchased for girls (Table 8)

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30. Economics 17230 What are the policy implications? Positive impacts: Test scores improved more than any other project we have studied in Kenya, and for relatively low cost

31. Economics 17231 What are the policy implications? Positive impacts: Test scores improved more than any other project we have studied in Kenya, and for relatively low cost GSP could promote empowerment of women and changes in social norms about girls’ education

32. Economics 17232 What are the policy implications? Positive impacts: Test scores improved more than any other project we have studied in Kenya, and for relatively low cost GSP could promote empowerment of women and changes in social norms about girls’ education Possible concerns / limitations: In the long-run, will GSP destroy the love of learning?

33. Economics 17233 What are the policy implications? Positive impacts: Test scores improved more than any other project we have studied in Kenya, and for relatively low cost GSP could promote empowerment of women and changes in social norms about girls’ education Possible concerns / limitations: In the long-run, will GSP destroy the love of learning? Are the findings general? (Recall Teso district result) What if girls and boys competed against each other?

34. Economics 17234 Whiteboard #1

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38. Economics 17238 Whiteboard #5

39. Economics 17239 Map of Africa