Do Extra Hours of Tuition Pay Off?

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DO EXTRA HOURS OF TUITION PAY OFF? Atonu Rabbani (Department of Economics, University of Dhaka) Ummul Hasanath Ruthbah (Department of Economics, University of Dhaka) with Salim Hossain (Department of Psychology, University of Dhaka) Golam Sarwar (ERG) Presented at IGC Bangladesh Conference December 20, 2011

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Presented at IGC Bangladesh Conference December 20, 2011. Do Extra Hours of Tuition Pay Off?. Atonu Rabbani (Department of Economics, University of Dhaka) Ummul Hasanath Ruthbah (Department of Economics, University of Dhaka) with Salim Hossain (Department of Psychology, University of Dhaka) - PowerPoint PPT Presentation

Transcript of Do Extra Hours of Tuition Pay Off?

Page 1: Do Extra Hours of Tuition Pay Off?

DO EXTRA HOURS OF TUITION PAY OFF?

Atonu Rabbani (Department of Economics, University of Dhaka)

Ummul Hasanath Ruthbah (Department of Economics, University of Dhaka)

with

Salim Hossain (Department of Psychology, University of Dhaka)

Golam Sarwar (ERG)

Presented at IGC Bangladesh Conference

December 20, 2011

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PRIMARY SCHOOL EDUCATION IN BANGLADESH

In Bangladesh 9% of all children, aged between 6 – 10 years, are left out of school.

47% of those who enrol drop out before completing grade 5.

Very low level of achievements in basic competency tests.

There is also a huge disparity in the quality of education.

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GOVERNMENT POLICY GoB Policy on primary education are based on World

Education Forum 2000 Framework and MDG 2 and are reflected in the Bangladesh Education Policy 2010 as: Providing universal primary education, Increasing the completion rate of primary

education, Reducing the rate of drop outs, Reducing the rate of repetition, Improving the quality of primary education, Resolving the problem of scarcity of teachers and teaching

materials, Implementation of unified primary education program, Extending primary education to grade VIII.

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SUPPLEMENTARY TUTORING BY CDIP: THE EDUCATION SUPPORT PROGRAM (ESP) CDIP has been operating learning centres

adjacent to primary schools in different districts of Bangladesh since 2005.

These centres provide supplementary tuition (about 10 hours per week) to primary school students in nursery, grade 1 and grade 2.

Currently it operates through 1,750 learning centres adjacent to the primary schools.

The goals are: To improve class performance (i.e. test scores) of

grade 1 and 2 students from poor and illiterate households;

To strengthen the educational foundation of the students belonging to poor and illiterate households at the entry level; and

To reduce the primary school dropout rate in its geographic areas of operation.

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SUPPLEMENTARY TUTORING BY CDIP: THE EDUCATION SUPPORT PROGRAM (ESP)

CDIP has planned to extend this program further in other parts of the country.

For further expansion of the ESP, it is important for CDIP to explore whether this supplementary tutoring has been achieving its intended goals.

The objectives / scope of the evaluation study set by ERG are: To estimate the short term and long term effect

of the ESP on students’ class performance; To estimate the effect of the program on primary

school dropout rates; and 5

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METHODOLOGY The DID approach- estimate the “treatment effect

on the treated”. Students who were in grade 2 in 2008 and

received the tutoring in CDIP learning centres constitute the treatment group.

Those who were in grade 2 in 2008 but didn’t receive tutoring at CDIP learning centres constitute the control group.

For both the treatment and the control groups the performance of the students in grade one can be viewed as the pre treatment observations.

Then their performance in the final exams of grade two, grade three and grade four can be viewed as the post treatment observations. 6

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METHODOLOGY

Test Scores in Final Difference in test scores

between 2007 and 2008

2007 (grade 1)

2008 (grade 2)

Students who participated in ESP (Treatment)

XT2007 XT

2008 XT2008 - XT

2007

Students who did not participate in ESP (Control)

XC2007 XC

2008 XC2008 - XC

2007

Difference between treatment and control groups

XT2007 - XC

2007 XT2008 - XC

2008

(XT2008 - XT

2007) - (XC

2008 - XC2007)

= DID estimate

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SAMPLING STRATEGY CDIP had 304 learning centres in 2008

operating in 33 unions of 8 upazilas in Bangladesh.

Only 262 centres had students from grade 2. We would require a total of 1900 observations

(950 in each of treatment and control groups) selected from 159 learning centres and the associated primary schools.

Multistage sampling Select the learning centres Select students who were in grade 2 in 2008 and

participated in the program Select control students (6 on average) from the

schools who were in grade 2 in 2008 but did not participate in the program.

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THE SURVEYS

There will be three sets of information: Performance of the treatment and control

students in the final exams in grade one (2007), grade two (2008), grade three (2009), grade four (2010) and in the first term in grade five (2011) - to be collected from the primary schools.

Background of students in both treatment and control groups – socio-economic conditions, to be collected through a household survey.

School information – to be collected from the primary schools.

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THE FIELD EXPERIENCE

It was not possible to follow this sampling strategy in the field.

Could not get the complete list of students who were in grade two in 2008 and attended the ESP.

We collected data on 2147 students, of whom 1078 students attended 144 different CDIP learning centers in 2008.

The schools could provide the marks for 2007 when the students were in class one for only 1215 students.

Therefore we were forced to use this subsample for our analysis.

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DATA: HOUSEHOLD CHARACTERISTICS

Age of

Househol

d Head

(2008)

Age of

HH

Head’s

Spouse

(2008)

HH

Heads

Years of

Educatio

n

Spouse’s

Years of

Educatio

n

Male HH

Head%

Treatment Mean 38.25 31.68 8.54 7.70 95.48

Std

Dev

8.1 7.03 6.54 6.36

N 596 571 592 573 604

Control Mean 37.99 31.56 8.61 7.98 97.68

Std Dev 7.28 6.16 6.37 6.03

N 604 586 566 538 597

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DATA: STUDENT CHARACTERISTICS

Age % girlDropout

rate%

All Mean 10.72 56.21 4.69

Std Dev 0.79

N 1198 1215 1215

Treatment Mean 10.77 56.62 2.81

Std Dev 0.82

N 596 604 604

Control Mean 10.67 55.81 6.55

Std Dev 0.75

N 602 611 611 12

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DATA: SCORES OBTAINED IN FINAL EXAMS

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Treatment

Mean 203.33 175.76 151.37 146.21 132.9

Std

Dev57.284 54.18 55.21 53.14 48.29

N 604 584 543 485 504

Control

Mean 205.97 173.83 152.06 148.1 139.52

Std

Dev55.77 53.59 53.99 52.63 50.85

N 611 584 550 483 487

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RESULTS: CLASS PERFORMANCE (DID ESTIMATES)

Total Bengali English Math

Grade 2 0.72

(.06)

0.114*

(.058)

-0.009

(0.059)

0.062

(0.068)Grade 3 .013

(.059).0001 (.046)

.040 (.063)

-.002 (.063)

Grade 4 .042

(.065)

.049

(.061)

.086

(.061)

-.047

(.072)Grade 5 -.026

(.057)

-.011

(.056)

-.017

(.058)

-.046

(.059)

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RESULTS: DROPOUT RATE (LOGIT AND PROBIT ESTIMATES)

Dependent variable - Treat

Coefficient Average marginal effect

Logit estimates -.98**

(.36)

-.04**

(.020)Probit estimates -.44**

(.16)

-.04**

(.019)

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FIGURE 1: TOTAL MARKS OBTAINED

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FIGURE 2: DIFFERENCE IN MARKS BETWEEN PRE-POST TREATMENT YEARS

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CONCLUSION The intervention lowered the drop-rates

significantly. It is possible that such interventions can have a

higher average treatment effect in the population and scaling up of the program can further give opportunity to understand this.

The education support program did not exhibit any significant (statistically or point-wise) impact on test scores. The control group chose to receive similar treatments

from other sources (e.g. private tutors). There were lots of “good” and privileged students who

definitely biased the impact downward. It is difficult to make a proper evaluation ex post. Even

after carefully selecting a sample our study was seriously constrained by availability of data

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IMPLICATIONS

After-hour tuitions offered to students did manage to retain students through grade 5 once they received the interventions during grade 2.

Because of selection of schools, the benchmark drop-out rates were lower than national average. Yet the intervention lowered the drop-rates significantly.

However, it is not through increasing-the-returns-from-better-education-by-increasing-test-scores channel!

What next? 19

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Thank you.