Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study – Final Report

between 8 to 10 percentage points more likely to progress a grade than older girls (overage for grade & aged 16 to 19, respectively). This is due to young girls’ low grade repetition (1%) and dropout rates (0%), and high dropout rates in girls aged 16 to 19 (8%) and overaged (4%).

Unsuccessful progression in primary grades is primarily due to grade repetition (5%), whereas it is primarily due to dropout in the secondary grades (5%). Girls whose household head and primary caregiver did not complete high school have the highest rate of grade repetition.

Treated girls with single and multiple self-reported disabilities are more likely to progress grade relative to the overall treatment sample. This is due to the fact that girls with disabilities have remained in school. Girls who are married and mothers had among the highest transition rates (99% and 98%, respectively) because they only included girls who did not drop out of project schools and could be re-contacted. Girls who were re-contacted were less likely to be married and mothers than girls lost due to attrition (see Table 29 in Annex 3).