Let's Go Girls!: Evaluating the Effectiveness of Tutoring and Scholarships on Primary School Girls' Attendance and Academic Performance in the Democratic Republic of the Congo (DRC)

Autor/inn/en	Randall, Jennifer; Garcia, Alejandra
Titel	Let's Go Girls!: Evaluating the Effectiveness of Tutoring and Scholarships on Primary School Girls' Attendance and Academic Performance in the Democratic Republic of the Congo (DRC)
Quelle	In: FIRE: Forum for International Research in Education, 6 (2020) 3, S.19-35 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Foreign Countries; Females; Literacy; Numeracy; Scholarships; Tutoring; Faculty Development; Elementary School Students; Elementary School Teachers; Reading Achievement; Mathematics Achievement; Women Faculty; Student Attitudes; Program Effectiveness; Enrollment Trends; Equal Education; Gender Bias; Intervention; Congo + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Scholarship; Stipendium; Förderkonzept; Nachhilfeunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Frauenakademie; Weibliche Gelehrte; Schülerverhalten; Geschlechterstereotyp; Kongo
Abstract	The Democratic Republic of the Congo continues to balance a commitment to education in general, and girls' education more specifically, and additional challenges brought about through cyclical conflict. The Valorisation de la Scholarisation de la Fille project aimed to improve literacy and numeracy by providing scholarships, tutoring, and comprehensive professional development for teachers. Using a randomized control design (RCT), we tracked both the achievement and attendance outcomes of these girls over a period of three years. Several factors positively influenced student growth in reading and mathematics, including the proportion of female teachers in the school, girls' perceptions of the school environment, receipt of a scholarship, and tutoring (math only). Household survey data suggest that the project minimized/reduced an already existing gap between enrollment in school for control and intervention communities; and school data suggest increased enrollment for girls in upper primary school. The findings suggest that programs designed to provide increased access to education may be the most successful in improving outcomes for students. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: https://fire-ojs-ttu.tdl.org/fire/index.php/FIRE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01