Effects of speed-schools in Niger

Abstract

We evaluate a two-year accelerated education program in Niger. We use a two- phase experimental design where we first randomize the accelerated schools at the community level, and second, within treated communities, we randomize the available slots among interested participants. The program affected education and learning: Almost three times more treated children start lower secondary education (our main educational outcome), and they are more likely to be literate and numerate. Yet, most children still do not have basic reading and math skills after the program. We find no indications of spillover effects of the program. In particular, control children in treated communities are very similar to children in control communities at endline. Despite the effects on educational and learning outcomes, we find no effects on any of our other five main pre-registered outcomes: Beliefs about the appropriate marriage age and gender equality, well-being, support for violence, or engaging in hazardous work.