Overview
Identification
Country
NigerEvaluation Title
IMAGINE
Evaluation Type
Independent Impact Evaluation
ID Number DDI-MCC-NER-IE-EDU-2011-v01 |
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 IMAGINE program on enrollment, attendance, learning and other education outcomes for primary school-age children in Niger. IMAGINE follow-up data were collected in 2011. NECS Wave 1 data (which were also used to estimate longer term impacts of IMAGINE) were collected in 2013.
After one year (using the data collected in 2011) the Impact Evaluation of Niger's IMAGINE program found that IMAGINE had a 4.3 percentage point positive impact on primary school enrollment, no impact on attendance, and no impact on math and French test scores. The program impacts were generally larger for girls than for boys. For girls, the program had an 8 percentage point positive impact on enrollment and a 5.4 percentage point impact on attendance. The program had no impact on girls’ math scores, though there is suggestive evidence it may have had a positive impact of 0.09 standard deviations on girls’ French test scores. No significant impacts were detected for boys’ enrollment, attendance, or test scores. Finally, impacts were larger for younger children (ages 7-10), than for those between the ages of 10 and 12.
After four years (using data collected in 2013 during the NECS Wave 1 data collection), the Niger IMAGINE Long-Term Evaluation found that IMAGINE had a 8.3 percentage point positive impact on enrollment and a 7.9 percentage point negative impact on absenteeism. On average, children in treatment villages scored 0.13 standard deviations higher on the math assessment than children in control villages (significant at the 5 percent level). Test scores in French for children in treatment villages were higher than in control villages, but were not statistically significant. The evaluation found large and significant impacts of the program on enrollment, attendance, and math scores for females,
compared to more modest and less significant impacts for males.
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, Niger, Niger Threshold Program, Girls' education, School construction, Early education assessments
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
2017-06-01
Metadata Version
Version 1
Metadata ID Number
DDI-MCC-NER-IE-EDU-2011-v01
MCC Compact and Program
Compact or Threshold
Niger Threshold I
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. The evaluation assessed whether, and the extent to which, the program affected the school enrollment, attendance and performance of children in the 68 villages where IMAGINE was implemented.
MCC Sector
Education (Edu)
Program Logic
The objective of IMAGINE was to increase girls' school enrollment, attendance and completion rates through the construction of new girl-friendly schools and a set of complementary activities.
Program Participants
Primary school age children in rural Niger
Documentation in PDF