Enrolling girls without learning: Evidence from public schools in Afghanistan
This article was published in the Development Policy Review [© The Authors 2017. Development Policy Review © 2017 Overseas Development Institute] and the definite version is available at: https://doi.org/10.1111/dpr.12354 The Article's website is at: https://onlinelibrary.wiley.com/doi/ftr/10.1...
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Wiley Online Library
2022
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| অনলাইন ব্যবহার করুন: | http://hdl.handle.net/10361/16302 https://doi.org/10.1111/dpr.12354 |
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10361-163022022-03-24T10:15:12Z Enrolling girls without learning: Evidence from public schools in Afghanistan Asadullah, M. Niaz Alim, Md. Abdul Hossain, M. Anowar Brac International Afghanistan Girls Grade School-attendance Women This article was published in the Development Policy Review [© The Authors 2017. Development Policy Review © 2017 Overseas Development Institute] and the definite version is available at: https://doi.org/10.1111/dpr.12354 The Article's website is at: https://onlinelibrary.wiley.com/doi/ftr/10.1111/dpr.12354 While more girls are now attending school in Afghanistan than prior to 2010, there is a lack of evidence on how school attendance is helping their cognitive development. We use data from a large sample of all-girls state-funded school students to estimate for the first time the “learning profile” for Afghanistan. Students enrolled in grades 4 to 9 were assessed using the Early Grade Reading Assessment (EGRA) and the Early Grade Mathematics Assessment (EGMA) test items. We find that higher grade progression (particularly in grades 6–9) leads to almost no gain in numeracy (addition and subtraction) skills that should have been achieved in early grades. Similar results follow from the analysis of student performance in the EGRA test, particularly in oral reading fluency (correct words read per minute) and oral reading comprehension (number of correct answers out of 12). These findings warn that simply enrolling girls in school without improving the relationship between grade completion and learning is unlikely to transform the lives of women in Afghanistan. Published 2022-02-22T08:35:21Z 2022-02-22T08:35:21Z 2017 2017-11-22 Journal Article http://hdl.handle.net/10361/16302 https://doi.org/10.1111/dpr.12354 en_US https://onlinelibrary.wiley.com/doi/ftr/10.1111/dpr.12354 Development Policy Review Wiley Online Library |
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Brac University |
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Institutional Repository |
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en_US |
| topic |
Afghanistan Girls Grade School-attendance Women |
| spellingShingle |
Afghanistan Girls Grade School-attendance Women Asadullah, M. Niaz Alim, Md. Abdul Hossain, M. Anowar Enrolling girls without learning: Evidence from public schools in Afghanistan |
| description |
This article was published in the Development Policy Review [© The Authors 2017. Development Policy Review © 2017 Overseas Development Institute] and the definite version is available at: https://doi.org/10.1111/dpr.12354 The Article's website is at: https://onlinelibrary.wiley.com/doi/ftr/10.1111/dpr.12354 |
| author2 |
Brac International |
| author_facet |
Brac International Asadullah, M. Niaz Alim, Md. Abdul Hossain, M. Anowar |
| format |
Journal Article |
| author |
Asadullah, M. Niaz Alim, Md. Abdul Hossain, M. Anowar |
| author_sort |
Asadullah, M. Niaz |
| title |
Enrolling girls without learning: Evidence from public schools in Afghanistan |
| title_short |
Enrolling girls without learning: Evidence from public schools in Afghanistan |
| title_full |
Enrolling girls without learning: Evidence from public schools in Afghanistan |
| title_fullStr |
Enrolling girls without learning: Evidence from public schools in Afghanistan |
| title_full_unstemmed |
Enrolling girls without learning: Evidence from public schools in Afghanistan |
| title_sort |
enrolling girls without learning: evidence from public schools in afghanistan |
| publisher |
Wiley Online Library |
| publishDate |
2022 |
| url |
http://hdl.handle.net/10361/16302 https://doi.org/10.1111/dpr.12354 |
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