Effects of a Multifaceted Education Program on Enrollment, Learning, and Gender Equity : Evidence from Rajasthan, India
The Sustainable Development Goals set a triple educational objective: improve access to, quality of, and gender equity in education. This note documents the effectiveness of a multifaceted educational program pursuing these three objectives simulta...
| Main Authors: | , , |
|---|---|
| Format: | Brief |
| Language: | English |
| Published: |
World Bank, Washington, DC
2021
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/696001608720826348/Effects-of-a-Multifaceted-Education-Program-on-Enrollment-Learning-and-Gender-Equity-Evidence-from-Rajasthan-India http://hdl.handle.net/10986/34964 |
| id |
okr-10986-34964 |
|---|---|
| recordtype |
oai_dc |
| spelling |
okr-10986-349642021-05-07T13:37:12Z Effects of a Multifaceted Education Program on Enrollment, Learning, and Gender Equity : Evidence from Rajasthan, India Delavallade, Clara Griffith, Alan Thonrton, Rebecca GENDER EQUITY GENDER GAP SUSTAINABLE DEVELOPMENT GOALS SCHOOL ENROLLMENT LEARNING OUTCOMES TEST SCORES WOMEN AND YOUTH EMPLOYMENT WOMEN AND SOCIAL NORMS GENDER INNOVATION LAB The Sustainable Development Goals set a triple educational objective: improve access to, quality of, and gender equity in education. This note documents the effectiveness of a multifaceted educational program pursuing these three objectives simultaneously. Using an experiment in 229 schools in rural Rajasthan, India, this study measures the effects of the program on students’ school participation and academic performance over two years, as well as its heterogeneous impacts by gender and initial learning ability. The findings show that the program increased student enrollment and retention, with the largest effects observed among girls. There is no evidence that the program differentially attracted lower-ability students. There were large learning gains in both years, where the learning outcomes of boys and girls improved equally. These findings suggest that multifaceted interventions can overcome the tradeoffs that often arise when pursuing multiple objectives in educational interventions. 2021-01-05T17:59:38Z 2021-01-05T17:59:38Z 2020-12 Brief http://documents.worldbank.org/curated/en/696001608720826348/Effects-of-a-Multifaceted-Education-Program-on-Enrollment-Learning-and-Gender-Equity-Evidence-from-Rajasthan-India http://hdl.handle.net/10986/34964 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Brief South Asia India |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
GENDER EQUITY GENDER GAP SUSTAINABLE DEVELOPMENT GOALS SCHOOL ENROLLMENT LEARNING OUTCOMES TEST SCORES WOMEN AND YOUTH EMPLOYMENT WOMEN AND SOCIAL NORMS GENDER INNOVATION LAB |
| spellingShingle |
GENDER EQUITY GENDER GAP SUSTAINABLE DEVELOPMENT GOALS SCHOOL ENROLLMENT LEARNING OUTCOMES TEST SCORES WOMEN AND YOUTH EMPLOYMENT WOMEN AND SOCIAL NORMS GENDER INNOVATION LAB Delavallade, Clara Griffith, Alan Thonrton, Rebecca Effects of a Multifaceted Education Program on Enrollment, Learning, and Gender Equity : Evidence from Rajasthan, India |
| geographic_facet |
South Asia India |
| description |
The Sustainable Development Goals set a
triple educational objective: improve access to, quality of,
and gender equity in education. This note documents the
effectiveness of a multifaceted educational program pursuing
these three objectives simultaneously. Using an experiment
in 229 schools in rural Rajasthan, India, this study
measures the effects of the program on students’ school
participation and academic performance over two years, as
well as its heterogeneous impacts by gender and initial
learning ability. The findings show that the program
increased student enrollment and retention, with the largest
effects observed among girls. There is no evidence that the
program differentially attracted lower-ability students.
There were large learning gains in both years, where the
learning outcomes of boys and girls improved equally. These
findings suggest that multifaceted interventions can
overcome the tradeoffs that often arise when pursuing
multiple objectives in educational interventions. |
| format |
Brief |
| author |
Delavallade, Clara Griffith, Alan Thonrton, Rebecca |
| author_facet |
Delavallade, Clara Griffith, Alan Thonrton, Rebecca |
| author_sort |
Delavallade, Clara |
| title |
Effects of a Multifaceted Education Program on Enrollment, Learning, and Gender Equity : Evidence from Rajasthan, India |
| title_short |
Effects of a Multifaceted Education Program on Enrollment, Learning, and Gender Equity : Evidence from Rajasthan, India |
| title_full |
Effects of a Multifaceted Education Program on Enrollment, Learning, and Gender Equity : Evidence from Rajasthan, India |
| title_fullStr |
Effects of a Multifaceted Education Program on Enrollment, Learning, and Gender Equity : Evidence from Rajasthan, India |
| title_full_unstemmed |
Effects of a Multifaceted Education Program on Enrollment, Learning, and Gender Equity : Evidence from Rajasthan, India |
| title_sort |
effects of a multifaceted education program on enrollment, learning, and gender equity : evidence from rajasthan, india |
| publisher |
World Bank, Washington, DC |
| publishDate |
2021 |
| url |
http://documents.worldbank.org/curated/en/696001608720826348/Effects-of-a-Multifaceted-Education-Program-on-Enrollment-Learning-and-Gender-Equity-Evidence-from-Rajasthan-India http://hdl.handle.net/10986/34964 |
| _version_ |
1764482029836042240 |