Although primary school enrollment levels have increased significantly in many parts of the world, they remain low in a number of areas—sub-Saharan Africa in particular. Girls fare worse than boys - they are less likely to complete primary school in the majority of countries for which data are available.

We investigated the effects of a government program designed to increase the supply of schools by using a uniquely implemented infrastructure program in Burkina Faso. This program, the Burkinabé Response to Improve Girls’ Chances to Succeed (BRIGHT) program, placed relatively well-resourced schools with a number of amenities directed at encouraging the enrollment of girls in 132 villages. These innovative schools offer improved amenities, more female teachers, and an incentive for 90% attendance among girls in the form of take-home food rations.

After 2.5 years, researchers found the program increased enrollment by 19 percentage points and increased test scores by 0.41 standard deviations. For those caused to attend school, scores increased by 2.2 standard deviations. Girls' enrollment increased by 5 percentage points more than boys' enrollment, but they experienced the same increase in test scores as boys. The unique characteristics of the schools are responsible for increasing enrollment by 13 percentage points and test scores by 0.35 standard deviations. They account for the entire difference in the treatment effects by gender.

The program began to close the gender gap and caused a significant increase in the probability of any child, boy or girl, being enrolled.

Principal Investigators: 
Dan Levy
Harounan Kazianga, Oklahoma State University
Leigh L. Linden, University of Texas Austin
Matt Sloan, Mathematica Policy Research

Researchers worked with in-country partners including the Government of Burkina Faso, Plan International, Catholic Relief Services, Tintua, Fawe, and USAID.

This research is supported by:
United States Millennium Challenge Corporation (MCC)