What Works in Developing Nations to Get Children Into School or Keep Them There?: A Systematic Review of Rigorous Impact Studies. (January 2015)

• Record Type: Journal Article
• Authors: Petrosino, Anthony; Morgan, Claire; Fronius, Trevor; Tanner-Smith, Emily E.; Boruch, Robert F.
• Is Part Of: Research on social work practice. Volume 25:Number 1(2015:Jan.)
• Page Start: 44
• Page End: 60
• Publication Date: 2015-01
• Subjects: education -- meta-analysis -- literature review -- systematic review -- adolescents -- children -- developing nations; Social service -- Periodicals; 361.3205
• DOI: 10.1177/1049731514524837
• Languages: English
• ISSNs: 1049-7315

Abstract

Due to evidence linking education and development, funding has been invested in interventions relevant to getting youth into school and keeping them there. This article reports on a systematic review of impact studies of these school enrollment interventions. Reports were identified through electronic searches of bibliographic databases and other methods. To be eligible, studies (1) assessed impact on primary or secondary school enrollment outcomes; (2) used a rigorous design; (3) were conducted in a low- or middle-income nation; (4) included at least one quantifiable measure of enrollment or related outcomes; (5) were available before December 2009; and (6) included data on participants post-1990. A coding instrument extracted data on study characteristics from each report. Standardized mean difference effect sizes were computed for the first effect reported. The sample includes 73 evaluations. The average effect size was positive across all outcomes. However, the results varied. Studies that focused on building new schools and other infrastructure interventions reported the largest average effects.