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The Impact of After-School Programme on Student Achievement: Empirical Evidence from the ASA Education Programme in Bangladesh

Author

Listed:
  • M. Twyeafur Rahman

    (NYC Department of Environmental Protection)

  • Loe Franssen

    (Statistics Netherlands, CBS Weg Heerlen)

  • Hafiz T. A. Khan

    (University of West London)

Abstract

This study examines the effectiveness of an after-school tutoring programme that was implemented throughout Bangladesh. The exam results for three distinct classes (Bengali, English and Mathematics) were collected at three consecutive periods in the year 2015. The total sample of 1353 students can be separated into a treatment, i.e., the 900 students who were enrolled in the programme, and a control group, i.e. the 453 control students who were not enrolled in the programme. Using a difference-in-difference setup, the results show that the treatment group improved their grades over time significantly more than the control group. This difference is significant for all three classes and ranges from 2.3 percentage points in English to 3.4 percentage points in Mathematics. As a robustness check, student-fixed effects, which control for any time-invariant differences between individual students, were included and the results remain unchanged. Altogether, these results indicate that the after-school tutoring programme had a significantly positive effect on students’ school performance.

Suggested Citation

  • M. Twyeafur Rahman & Loe Franssen & Hafiz T. A. Khan, 2020. "The Impact of After-School Programme on Student Achievement: Empirical Evidence from the ASA Education Programme in Bangladesh," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 32(3), pages 612-626, July.
    • Handle: RePEc:pal:eurjdr:v:32:y:2020:i:3:d:10.1057_s41287-019-00231-5
    DOI: 10.1057/s41287-019-00231-5
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    References listed on IDEAS

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