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The entry of NGO schools and girls’ educational outcomes in Bangladesh

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  • Sukontamarn, Pataporn

Abstract

This paper uses household, school, and test score data from Bangladesh to compare and contrast the effectiveness of NGO-run and state-run schools in the provision of primary education. I study how the entry of NGOs in primary education has affected educational outcomes of girls and examine the mechanisms which account for the relative performance of NGO versus state schools in improving female educational outcomes. The results show that the entry of NGO schools has significantly increased girls’ enrollment as compared to boys. Constructing cohorts from cross-sectional data using year of birth and year of NGO school establishment, I show that cohorts which were exposed to NGO schools have higher probability of enrollment and the effect operates mainly through girls. The two most prominent characteristics of NGO schools that encourage girls’ enrollment are the high percentage of female teachers and having Parent-Teacher Associations (PTAs). NGO schools show strong effects in improving children’s test scores.

Suggested Citation

  • Sukontamarn, Pataporn, 2005. "The entry of NGO schools and girls’ educational outcomes in Bangladesh," LSE Research Online Documents on Economics 19297, London School of Economics and Political Science, LSE Library.
    • Handle: RePEc:ehl:lserod:19297
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    File URL: http://eprints.lse.ac.uk/19297/
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    References listed on IDEAS

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    1. Esther Duflo, 2001. "Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment," American Economic Review, American Economic Association, vol. 91(4), pages 795-813, September.
    2. Timothy Besley & Maitreesh Ghatak, 2001. "Government Versus Private Ownership of Public Goods," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 116(4), pages 1343-1372.
    3. Strauss, John & Thomas, Duncan, 1995. "Human resources: Empirical modeling of household and family decisions," Handbook of Development Economics, in: Hollis Chenery & T.N. Srinivasan (ed.), Handbook of Development Economics, edition 1, volume 3, chapter 34, pages 1883-2023, Elsevier.
    4. Alderman, Harold & King, Elizabeth M., 1998. "Gender differences in parental investment in education," Structural Change and Economic Dynamics, Elsevier, vol. 9(4), pages 453-468, December.
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    Cited by:

    1. Stephanie Psaki & Nicole Haberland & Barbara Mensch & Lauren Woyczynski & Erica Chuang, 2022. "Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence," Campbell Systematic Reviews, John Wiley & Sons, vol. 18(1), March.
    2. Mohammad Niaz Asadullah & Nazmul Chaudhury, 2013. "Peaceful Coexistence? The Role of Religious Schools and NGOs in the Growth of Female Secondary Schooling in Bangladesh," Journal of Development Studies, Taylor & Francis Journals, vol. 49(2), pages 223-237, February.

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    More about this item

    Keywords

    NGOs; non-formal schools; girls’ education; Bangladesh;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • O15 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Economic Development: Human Resources; Human Development; Income Distribution; Migration

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