2012-05-10T18:02:51Z Copyright (c) 2012, The RAND Corporation RAND Corporation http://www.rand.org/about/people/g/glick_peter.html http://www.rand.org/pubs/external_publications/EP201000123.html 2010-01-01T00:00:00Z 2010-01-01T00:00:00Z

This study takes advantage of a unique data set from Senegal that combines test score data for children from the second grade with information on their subsequent school progression from a follow-up survey conducted seven years later.

http://www.rand.org/pubs/external_publications/EP20080932.html 2008-01-01T00:00:00Z 2008-01-01T00:00:00Z

This paper considers evidence for the effects of policies on gender gaps in education, distinguishing between policies that are ostensibly gender neutral and those that explicitly target girls. The demand for girls' schooling is often more responsive than boys' to gender neutral changes in school distance, price, and quality, patterns which can be explained in a human capital investment model through assumptions about girls' and boys' schooling costs and returns. Among policies that target girls' enrollments, price incentives to households or schools and the provision of female teachers appear to be effective. Other interventions hold promise but have not been the subject of rigorous evaluation, pointing to an important agenda for future research.

http://www.rand.org/pubs/external_publications/EP201000180.html 2010-01-01T00:00:00Z 2010-01-01T00:00:00Z

This paper uses linked household, school, and test score data from Madagascar to investigate the relation of household characteristics and school factors to the cognitive skills of children ages 8 to 10 and 14 to 16.

http://www.rand.org/pubs/external_publications/EP20090429.html 2009-01-01T00:00:00Z 2009-01-01T00:00:00Z

The authors use unique data to estimate the determinants of cognitive ability among 14-17-year olds in Senegal. Closing the schooling gaps between poor and wealthy children will also close most of the gap in cognitive skills between these groups.