Overview
Identification
Country
NigerEvaluation Title
NECS
Evaluation Type
Independent Impact Evaluation
ID Number DDI-MCC-NER-IE-EDU-2014-v02 |
Version
Version Description
Anonymized dataset for public distribution
Overview
Abstract
This impact evaluation uses random assignment at the village level to estimate impacts of the NECS and IMAGINE projects on enrollment, attendance, learning and other education outcomes for primary school-age children in Niger. Wave 1 (baseline) data were collected in 2013. Wave 2 (follow-up) data were collected in 2016.
The evaluation found the improvements in school infrastructure and school resources and the girl-friendly features created under the IMAGINE project have largely been sustained seven years after school construction.
The NECS project alone had a 9.5 percentage point positive impact on primary school enrollment, an 11.1 percentage point positive impact on attendance (measured on the last day that school was open), a 0.15 standard deviation positive impact on normalized local-language test scores, and no impact on French-language test scores. Villages where NECS was combined with IMAGINE infrastructure investments experienced a 10.3 percentage point positive impact on primary school enrollment, a 13.6 percentage point positive impact on attendance, a 0.21 standard deviation positive impact on normalized local-language test scores, and no impact on French-language test scores. The impacts of both projects on enrollment and attendance were slightly larger in magnitude for girls than for boys, but these differences in impacts were not statistically significant.
Evaluation Methodology
Randomization
Units of Analysis
Individuals, households, schools, and community
Kind of Data
Sample survey data [ssd]
Questionnaires
Individuals, households, schools, and community
Geographic Coverage
The program was implemented in rural villages throughout Niger.
Topics
| Topic | Vocabulary | URI |
|---|
|
Basic skills education
| | |
|
Compulsory and preschool education
| | |
|
Educational policy
| | |
|
Children
| | |
|
Youth
| | |
|
Education
| MCC Sector | |
Keywords
IMAGINE, NECS, Niger, Niger Threshold Program, Girls' education, School construction, Early education assessments, Early grade reading
Producers and Sponsors
Primary Investigator(s)
| Name | Affiliation |
|---|
|
Mathematica Policy Research
| |
Funding
| Name | Abbreviation | Role |
|---|
|
Millennium Challenge Corporation
| MCC | |
Metadata Production
Metadata Produced By
| Name | Abbreviation | Role |
|---|
| Mathematica Policy Research | Mathematica | Independent Evaluator |
Date Produced
2017-05-05
Metadata Version
Version 2 (Original 2014-09-15): The metadata has been updated to include Wave 2 data in addition to Wave 1 data.
Metadata ID Number
DDI-MCC-NER-IE-EDU-2014-v02
MCC Compact and Program
Compact or Threshold
Niger Threshold II
Program
Mathematica Policy Research conducted a rigorous evaluation of the component to increase girls’ education, IMAGINE (IMprove the educAtion of Girls In NigEr), under the first phase of the Niger Threshold Program, which included the construction of girl friendly schools. Mathematica then conducted an evaluation of the second phase of the Threshold Program, called the Niger Education and Community Strengthening (NECS) project. NECS primarily involved implementing “soft” activities intended to improve the quality of education, participation in school, and early-grade reading achievement. Mathematica estimated not only the impacts of the NECS project alone, but also the NECS and IMAGINE projects together.
MCC Sector
Education (Edu)
Program Logic
The objective of the NTP was to increase the quality of education, participation in school, and early-grade reading achievement, with a special focus on girls.
Program Participants
Primary school age children in rural Niger.
Documentation in PDF