Long-Term Impacts of Alternative Approaches to Increase Schooling

Last registered on August 23, 2018

Pre-Trial

Trial Information

General Information

Title
Long-Term Impacts of Alternative Approaches to Increase Schooling
RCT ID
AEARCTR-0003261
Initial registration date
August 23, 2018

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
August 23, 2018, 7:09 PM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Primary Investigator

Affiliation
MIT

Other Primary Investigator(s)

PI Affiliation
The World Bank
PI Affiliation
Harvard University

Additional Trial Information

Status
Completed
Start date
2008-02-01
End date
2017-05-31
Secondary IDs
Abstract
This randomized experiment investigates the long-term effects of a primary school scholarship program in rural Cambodia. In 2008, fourth-grade students in 207 randomly assigned schools (103 treatment, 104 control) received scholarships based on the student's academic performance in math and language or on their level of poverty. Three years after the program's inception, an evaluation showed that both types of scholarship recipients had more schooling than non-recipients; however, only merit-based scholarships led to improvements in cognitive skills. This new study assesses impacts, nine years after program inception, on the educational attainment, cognitive skills, socioemotional outcomes, socio-economic status and well-being, and labor market outcomes, of individuals who are, on average, 21 years old.
External Link(s)

Registration Citation

Citation
Barrera-Osorio, Felipe, Andreas de Barros and Deon Filmer. 2018. "Long-Term Impacts of Alternative Approaches to Increase Schooling." AEA RCT Registry. August 23. https://doi.org/10.1257/rct.3261-1.0
Former Citation
Barrera-Osorio, Felipe, Andreas de Barros and Deon Filmer. 2018. "Long-Term Impacts of Alternative Approaches to Increase Schooling." AEA RCT Registry. August 23. https://www.socialscienceregistry.org/trials/3261/history/33446
Sponsors & Partners

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Experimental Details

Interventions

Intervention(s)
Elementary school scholarships, randomized at the school level (and stratified by province), in three arms: Control, "Treatment" based on "merit", "Treatment" based on "need". Within each "treated" school, assignment was done at the student-level, using the respective median score. See Barrera-Osorio & Filmer (2016) for further details.
Intervention Start Date
2008-02-01
Intervention End Date
2011-04-30

Primary Outcomes

Primary Outcomes (end points)
Educational attainment, cognitive skills, SES and self-reported well-being, labor-market outcomes, socioemotional outcomes.
Primary Outcomes (explanation)
Educational attainment: highest grade complete; completed primary; received any formal education in 2011-2017.
Cognitive skills: Computer-adaptive math test; Raven's test; Forward digit span; Picture recognition vocabulary test (PPVT).
Socioemotional outcomes: SDQ; Big 5.
Labor outcomes: Currently working; Age started working; Any training since 2011; Cog. demands of main work; yearly earnings; Daily reservation wage.
SES and self-reported well-being outcomes: SES ladder; SES index; life satisfaction; quality of health; quality of life; health issue index (GHQ)
We report on (a) five family indices (inverse covariance matrix-weighted averages and (b) the above sub-components components

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
Elementary school scholarships, randomized at the school level (and stratified by province), in three arms: Control, "Treatment" based on "merit", "Treatment" based on "need". Within each "treated" school, assignment was done at the student-level, using the respective median score. Barrera-Osorio & Filmer (2016) provide a detailed description of the experimental design.

Barrera-Osorio, F., & Filmer, D. (2016). Incentivizing Schooling for Learning: Evidence on the Impact of Alternative Targeting Approaches. The Journal of Human Resources, 51(2), 461.
Experimental Design Details
Randomization Method
Randomization in central office by a computer
Randomization Unit
Elementary school scholarships, randomized at the school level (and stratified by province), in three arms: Control, "Treatment" based on "merit", "Treatment" based on "need". Within each "treated" school, assignment was done at the student-level, using the respective median score to determine eligibility. Barrera-Osorio & Filmer (2016) provide a detailed description of the experimental design.

Barrera-Osorio, F., & Filmer, D. (2016). Incentivizing Schooling for Learning: Evidence on the Impact of Alternative Targeting Approaches. The Journal of Human Resources, 51(2), 461.
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
207
Sample size: planned number of observations
approx. 2,360
Sample size (or number of clusters) by treatment arms
207 (of which 52 are "merit schools" and 51 are "need schools")
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB

Institutional Review Boards (IRBs)

IRB Name
Harvard CUHS
IRB Approval Date
2016-12-22
IRB Approval Number
IRB16-1518

Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
Yes
Intervention Completion Date
April 30, 2011, 12:00 +00:00
Data Collection Complete
Yes
Data Collection Completion Date
May 31, 2017, 12:00 +00:00
Final Sample Size: Number of Clusters (Unit of Randomization)
207
Was attrition correlated with treatment status?
No
Final Sample Size: Total Number of Observations
2252
Final Sample Size (or Number of Clusters) by Treatment Arms
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
No
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials