DDI_BFA_2007_MCC-TB_v01_M Millennium Challenge Corporation 2011-03-15 NADA Version 1.1 (March 2011). Version 2.0 (May 2015). Edited version based on Version 01 (DDI-MCC-BFA-MPR-BRIGHT-2009-v1.1) that was done by Millennium Challenge Corporation. Threshold BRIGHT I 2007-2008 MCC-TB 2007-08 BFA_2007_MCC-TB_v01_M Mathematica Policy Research NADA Millennium Challenge Corporation MCC-05-0192-CFO TO01 Monitoring & Evaluation Division Impact Evaluation Survey Anonymized dataset for public distribution Education Primary school Literacy Girls' enrollment Latrine Water pump Rations Textbooks Education The Millennium Challenge Corporation (MCC) funded a two-year Threshold Country Program (TCP) to increase girls' educational attainment in Burkina Faso through the construction of schools and complementary interventions. The program, locally known as BRIGHT, was implemented in 132 rural villages throughout the 10 provinces of Burkina Faso in which girls' enrollment rates were lowest. The BRIGHT program consisted of constructing primary schools with three classrooms and implementing a set of interventions that included inputs such as separate latrines for boys and girls; canteens; take-home rations and textbooks; and ?soft? components, such as a mobilization campaign, literacy training, and capacity building among local partners. The program was implemented during 2005 to 2008. Mathematica Policy Research was contracted to conduct a rigorous impact evaluation of the program. The evaluation assessed whether and the extent to which the program affected the school enrollment and performance of children in the 132 villages where BRIGHT was implemented. 2 As part of the Burkina Faso Girls' Education Impact Evaluation, Mathematica oversaw data collection from rural households and schools in that country. Overview of the Evaluation The impact evaluation sought to answer three key questions: (1) What was the impact of the program on school enrollment? (2) What was the impact of the program on test scores? (3) Were the impacts different for girls than for boys? Summary of Results In general, the main conclusions are that BRIGHT had about a 20 percentage point positive impact on girls’ primary school enrollment, and had positive impacts on Math and French test scores for both girls and boys. The evaluator was unable to separately estimate the impact of each component of the intervention (schools, textbooks, etc.) Burkina Faso Individuals, Households, School. Sample survey data [ssd] Household questionnaire: - Household characteristics: religion, ethnicity, and education of head; GPS coordinates, construction materials of dwelling, and water source; intervention-specific information (preschool, literacy training). - Household listing: relationship to the head of household, sex, age, school attendance. - Education: access to textbooks; information about the school attended, including specific interventions such as separate latrines, participation in feeding programs, and attendance; and reasons the parents sent the child to school. - Child labor: whether the children were engaged in work for persons outside the household (for pay or in-kind) and whether they performed various chores. - Mathematics assessment - French assessment. School questionnaire: - School information: name, province, department, and type of respondent. - School characteristics: enrollment, type of school (public or private), textbook availability, and whether the school offered health and feeding programs. - School personnel characteristics: number and gender of teachers, teacher training levels, and whether teachers had participated in gender sensitivity training. - School physical structure: school's physical structure, such as number of classrooms, availability of desks and chairs, school construction materials, water supply, separate latrines, and the presence of a preschool (Bisongo). - Student attendance roster - GPS coordinates, number of days the school was open during the four previous months, student absenteism Jean Pierre Sawadogo, Robert Ouedraogo, and Pam Zahonogo. The sample frame comprised all households within the 293 villages that applied to the program, including all of the villages in the study's participant and comparison groups. Data collectors, however, were unable to locate two villages, probably because the spelling of the village names on the application did not match village names found by the data collectors-perhaps due to dialect differences or misspellings. As a result, the survey included 291 villages, of which 132 were participant villages and 159 were comparison villages. [Note: The analysis file excludes four additional villages. Two were excluded because they were the only villages that applied for the program from their department and thus were not eligible for the analysis used. The other two villages were excluded because no data were reported for them. Therefore the dataset includes data on 287 villages.] HOUSEHOLD SAMPLING In each village located, interviewers conducted a census of households to develop a village-level sampling frame. Households in the study are defined as groups of people living together (in a common physical space), working together under the authority of a person called head of household, and taking their meals together or from the same supply of food. The members of a household must have lived together in this fashion during at least 9 of the previous 12 months. During the census, interviewers identified households with school-age girls (5- to 12-years old) and collected information about the household's access to beasts of burden. Following the census, the households with school-age girls became the sample frame, and 30 of these households were randomly selected to be surveyed in each village. The sampling frame at the village level was stratified by access to beasts of burden, a proxy for wealth. Three strata were identified: households that owned at least one beast of burden, households that did not own a beast of burden but had access to one, and households that neither owned nor had access to a beast of burden. Under the hypothesis that means of production are positively correlated with income, the University of Ouagadougou suggested the above stratification method to ensure a representative household sample. From each stratum, interviewers selected 10 households to be surveyed. For each stratum, interviewers wrote the name of each head of an eligible household on a piece of paper, placed the pieces of paper in a hat, and then drew 10 names. The process was conducted publicly in each village. SCHOOL SAMPLING School data was collected using different sampling techniques for Wave 1 and Wave 2. For Wave 1, interviewers asked village elders to name all the schools, if any, that children from that village attended regularly. Interviewers then selected the up to three schools closest to the village center, within 10 kilometers, as the schools to be surveyed for that village. [Note: This strategy could have introduced sampling bias if villages had children attending more than three schools, and different types of schools were systematically located closer to village centers; however, in 98.7% of villages with any children attending school, only one or two schools were named. ]Data were collected from more than 300 schools. For Wave 2, interviewers used the household data as the starting point. From the 8,491 completed household surveys, children were identified as currently attending 367 schools. Of those, 316 were attended by three or more children in the sample. Of those, schools that were within 10 kilometers of the children's village were targeted for interview. Data from more than 280 schools were obtained, and matched with 7,316 of the children in the sample. Wave 1 school data were also matched with children in the household sample. Data from 270 schools were matched with more than 7,400 children in the sample. Only data from the matched schools are found in the dataset. As described above, we were unable to survey four of the 293 applicant villages in our household survey. In addition, two villages were the only villages in their department, making it impossible to create the relative score variable needed for the RD design. As a result, we dropped these six villages from consideration in our analysis and focused on the 287 villages for which we had meaningful applicant and household survey data. Face-to-face [f2f] Mathematica developed two questionnaires: a household questionnaire and a school questionnaire. The household questionnaire asked about household demographics, children's educational outcomes (enrollment and attendance), and parents' perceptions of education. The school survey asked about schools' characteristics and children's attendance and enrollment. The household questionnaire drew heavily from several existing questionnaires used widely in developing countries, including the Demographic and Health Survey (USAID), the Multiple Indicator Cluster Survey (UNICEF), and the Living Standards Measurement Study (World Bank). Reliance on these questionnaires provided two important benefits. First, given their wide and successful use in developing countries, including Burkina Faso, they enhanced our confidence in the validity and reliability of the questions in the household questionnaire. Second, reliance on the existing questionnaires allows researchers to compare our results with results from the earlier surveys in both Burkina Faso and other countries. Where necessary, we adapted or added survey questions to yield detailed information to answer the research questions. The household survey included the following modules: - Household characteristics. This module asked for information about the head of household, such as religion, ethnicity, and education; information about the household itself, including GPS coordinates, construction materials, and water source; and intervention-specific information, such as whether any children were attending preschool (Bisongo) or whether any women were participating in literacy training. - Household listing form. This module asked the respondent to provide a complete list of all children between 5- and 12-years-old residing in the household. Basic information collected on these children included relationship to the head of household, sex, age, and whether the child had attended school at any time during the 2007-2008 school year. - Education. This module was administered for all children 5- to 12-years-old who attended school at any time during the 2007-2008 school year. Questions addressed access to textbooks; information about the school attended, including specific interventions such as separate latrines, participation in feeding programs, and attendance; and reasons the parents sent the child to school. - Child labor. This module was administered for all children 5- to 12-years-old, and asked whether the children were engaged in work for persons outside the household (for pay or in-kind) and whether they performed various chores. - Mathematics assessment. This module was administered to all children 5- to 12-years-old. Children were shown pre-printed cards and asked to identify numbers, count items, indicate which number was the greater of a pair of numbers, and perform simple addition and subtraction. - French assessment. This module was administered to all children 5- to 12-years-old. Children were shown pre-printed cards and asked to identify letters, read one- and two-syllable words, and identify the correct noun and verb from a list to fill in a blank in a simple sentence. Examples came from grade 1 and 2 Burkina Faso primary education reading texts. The school questionnaire was based largely on the World Bank's Living Standards Measurement Study School Questionnaire, modified to address Burkina Faso's educational context and answer the evaluation's research questions. The school survey was administered in two waves. The first wave collected information on school characteristics. The second wave, conducted about five months later along with the household survey, collected attendance and enrollment data for children interviewed in the household survey. Accordingly, Mathematica created two school questionnaire forms. The first included detailed characteristics about the school and a roster to collect overall attendance data. The second included only an attendance roster for students enrolled in the study. Together, the school surveys included the following modules: - School information. This module included general information about the school, such as name, province, department, and type of respondent. - School characteristics. This module asked the respondent to provide detailed information about the school, including enrollment, type of school (public or private), textbook availability, and whether the school offered health and feeding programs. - School personnel characteristics. This module asked respondents to provide information about teachers at the school, including number and gender of teachers, teacher training levels, and whether teachers had participated in gender sensitivity training. - School physical structure. This module asked about the school's physical structure, such as number of classrooms, availability of desks and chairs, school construction materials, water supply, separate latrines, and the presence of a preschool (Bisongo). - Student attendance roster. This module was split into two versions. The first was administered during the first visit to the school in conjunction with the modules above. The second was administered by itself during the second visit to the school. The first roster collected information about all students enrolled in the school and whether they were in attendance on that day, were in attendance for the previous three days, and were generally in attendance. The second roster collected information only about those students identified in the household survey as enrolled in school. In addition to the information collected on the first roster, the second roster collected - GPS coordinates, the number of days the school was open during the four previous months, and the number of days the student was absent during the same four months. Both the household and school questionnaires were first written in English and then translated into French. Mathematica and the University of Ouagadougou collaborated on the translations, ensuring that idiomatic expressions or language usage particular to Burkina Faso was appropriately incorporated. However, in reality French is rarely spoken in rural villages. There are currently 68 languages spoken in Burkina Faso, of which several are unwritten or inconsistently written (Gordon 2005). Faced with the prospect of surveying people in many languages, Mathematica decided that the best approach was to hire interviewers fluent in both French and local languages and train them to translate the instrument as they conducted the interview. In Table C.1, we present the native language of respondents to the household survey. Household Questionnaire Respondent Native Language / Frequency / Percent French / 178 / 2.1 Mooré / 3,145 / 37.1 Dioula / 33 / 0.4 Fulfudé / 1,782 / 21.1 Gulmachéma / 2,345 / 27.7 Bwamu / 140 / 1.7 Other Language / 844 / 10.0 Total / 8,467 / 100.1 Once the questionnaires were developed, they were tested in a pilot data collection for which we randomly selected 10 villages-5 treatment and 5 comparison-to be surveyed in May and June 2007. Our aim was to survey households and schools in these villages in order to identify potential problems. The pilot called for interviewer training; conduct of a census and random selection in each village; the identification of schools; conduct of the household and school surveys; and data entry, cleaning, and delivery. A Mathematica team traveled with interviewers and observed them in several villages, talked with village residents, and held a debriefing session with interviewers. The pilot test identified two key problems. First, the household interview was much too long, averaging more than 90 minutes. To reduce respondent burden, we decreased the number of questions to limit the interview to less than one hour. Second, we determined that several questions were difficult for respondents to answer, particularly those about distances, time, and space. For example, respondents struggled to answer questions about distance from the household to the school or the number of hectares farmed. For questions that we thought important for the analysis, we asked the interviewer for an estimate or sought other measures.[Note: Because both the household and school surveys were substantially modified following the pilot data collection, we did not use the pilot data for analysis. During subsequent data collection, however, all 10 villages included in the pilot data collection were revisited and included in the household and school survey.] For the school survey, we concluded that it was nearly impossible during analysis to link the students on the school roster with children reported by the household survey as enrolled in school. The reason was the lack of a unique identifier such as a government-issued identification number and the fact that many children shared both the same first and last name. The matching procedure was important in that key measures for the evaluation were school enrollment and attendance. Accordingly, we grew concerned that using the household survey alone to measure school enrollment and attendance might lead to misleading results due to social desirability or other biases. As a result, we developed a procedure whereby matching took place while interviewers were in each village. For this procedure, interviewers first completed the household surveys and then populated the school attendance roster with the names of all children identified in the household surveys as enrolled in a local school. They included the child's household ID and household listing number on the roster. We later used these identifiers to link school data to household data. Once in the school, interviewers used the roster to collect attendance and enrollment information only for children on the roster. To carry out the data collection activities, Mathematica drafted and released an RFP to solicit proposals from local data collection firms. We received seven proposals; Mathematica interviewed representatives of three firms and ultimately selected a team of researchers from the University of Ouagadougou, led by Jean Pierre Sawadogo, Robert Ouedraogo, and Pam Zahonogo. The data collection firm was responsible for the following: 1. Translating and pretesting the questionnaires 2. Writing Terms of Reference and contracts for the field enumerators and controllers 3. Hiring and training field enumerators and controllers 4. Ensuring proper dispatch of the field enumerators and controllers to the survey sites 5. Undertaking field supervision during the data collection to identify and correct problems 6. Maintaining constant communication with the Mathematica team by sending biweekly reports on response rates and rapidly communicating any problems encountered Before the start of each data collection, the university team conducted interviewer training that covered identifying schools, conducting a village census and selecting eligible households at random, basic interviewing procedures, and a review of each question to ensure that interviewers understood its intent. Interviewers then were organized by linguistic group and worked together to determine how best to translate questions into the local languages. Mathematica participated in the interviewer training. The data collection consisted of the first school survey conducted in fall 2007 and the follow-up school survey conducted in spring 2008. The follow-up school survey was coupled with the household survey. The pilot test, described above, was conducted in late spring 2007. All versions of the interview were conducted with paper questionnaires. The school survey was conducted with the school director, when possible. The interviewer also was asked to gather attendance information, particularly on the day of the visit. For that module, the interviewer called the roll and personally noted absences. As noted, 360 schools were surveyed. The household survey was conducted with the head of household or another member of the household knowledgeable about household children. The interviewee most often was the male head of household. Ninety-eight percent of the interviews were conducted with men and 80 percent with the head of the household. The university team hired 56 interviewers to collect household and school data. For the full household data collection, the interviewers were organized into 18 teams by linguistic group. Each team consisted of three to four interviewers and was led by an experienced field supervisor. The teams were then assigned to a cluster of villages. The teams simultaneously surveyed the selected villages throughout the country. Eligibility weights applied to application forms submitted by each of the 293 villages: QUESTION SCORING N°1 ................................................. 1 point per girl N°2 ................................................. 1 point per girl N°3 ................................................. 1 point per girl N°4 ................................................. +1 point if between 0 and 5 km and- 1 point for 6 km or more N°5 ................................................. 1 point per student N°6 ................................................. +1 if there are no rooms and -1 if there are N°7 ................................................. +1 for each village between 0 and 5 km and -1 for each village of 6km or more N°8 ................................................. -1 for each existing school and +1 if there are none N°9 ................................................. +1 if between 0 and 5 km -1 if 6 km or more N°10 ............................................... 1 point per girl N°11 ............................................... +1 if between 0 and 20 km and -1 if 21 km or more N°12 ............................................... + 1 per student N°13 ............................................... Not included in scoring Following data collection, the data were entered and edited by the University of Ouagadougou team using SPSS statistical analysis software. Preliminary data sets were provided to MPR for extensive data checking. The MPR team reviewed the data for completeness, internal consistency, and to determine if the match between household and school data was done correctly. In particular, because of its importance to the central research question, we focused on reconciling data for children identified as being enrolled in school during the household interview but not found on the school attendance roster, and children found on the school attendance roster but not on any household survey. These errors occurred for a variety of reasons, including interviewers not following the procedure and illegible writing. The response rate for the household survey was 97.3 percent. This was calculated by dividing the total number of households who responded (8,491) by the number of households sampled for the located villages (8,730). Two unlocated villages were not included in this calculation. The response rate for the school survey is 99.2 percent. This was calculated by dividing the total number of schools who responded (367) by the total number of schools identified in the household survey as having children enrolled (370). Monitoring & Evaluation Division Levy, Dan, Matt Sloan, Leigh Linden, and Harounan Kazianga. 2009. Impact Evaluation of Burkina Faso's BRIGHT Program. Washington, D.C.; Mathematica Policy Research, Inc. The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses. FINAL Burkina Faso BRIGHT Evaluation Data Set The data file was constructed by merging several datasets. The household dataset was taken as the master dataset. The household dataset contains three types of data: village-level data, household-level data and child-level data. Observations are at the level of individual children, thus analyses based on child level variables do not require manipulation of the dataset (N=21,773). Analyses based on village-level data require the use of an indicator variable: village_level, where 1=one observation from a village and 0=duplicate observations. The indicator variable village_level was constructed by tagging one observation for each unique village identification number (hc1) in the dataset (N=287). Analyses based on household-level data require the use of an indicator variable: household_level, where 1=one observation from a household and 0=duplicate observations. The indicator variable household_level was constructed by tagging one observation for each unique household identification number (hc2) in the dataset (N=8,467). The school wave 1 data were merged onto the household data using school ID numbers (matching sch2 from the school wave 1 data and ed6eco from the household data). Merges were successful for 7,675 individual children in the household dataset. School-level analyses on wave 1 school data require the indicator variable school_levelw1. This indicator variable was constructed by tagging one observation from each unique school identification number (sch2) in the school wave 1 dataset (N=278). The school wave 2 data were merged onto the household data using household and child ID numbers (matching num_na and nuelev from the school wave 2 data and hc2 and hl1 from the household data). Merges were successful for 7,316 individual children in the household dataset, which included 282 children who were reported as not currently attending school. These cases are missing data for variables ed2niv through ed20. School-level analyses on wave 2 school data require the indicator variable school_levelw2. This indicator variable was constructed by tagging one observation from each unique school identification number (ecoleid) in the school wave 2 dataset (N=284). Applicant data were also merged onto the dataset by matching village ID numbers. These variables came from the applications villages submitted to be part of the BRIGHT school program. These variables are region, province and department. Region is unique data in the dataset, while province and department are text variables that should mirror hc6 and hc7 respectively. Additionally, these eight variables were merged from other datasets. All are village level variables. selected proj_selected rel_score hadschool_1 hadschool_2 hadschool_3 hadschool_type All variables in the dataset can be found in the codebook. Entries for each variable include the variable name, variable label, question text, universe, and total non-missing responses. Some variable listings contain descriptions, construct specifications, ranges, frequencies, means, and/or standard deviations, depending on the type of variable. To help users, variables are listed here based on the level at which the data were collected, along with the indicator variable that allows use of these variables. Village-level variables: hc1 hc6 hc7 region province department selected proj_selected rel_score hadschool_1 hadschool_2 hadschool_3 hadschool_type (indicator variable village_level) Household-level variables: hc2 hc5 hc9 hc10 hc11 hc12niv hc12cla hc14 hc15 hc16a hc16b hc16c hc17a hc17b hc18rad hc18telm hc18mon hc18velo hc18mob hc18veh hc18boe hc19 hc20 hc21ann hc21fre hc22 hc23 hc24 hc25a hc25b hc26 hc27 hc29 (indicator variable household_level) Child-level variables : hl1 hl3 hl4 hl5 hl7niv hl7cla hl8 hl9 ed2niv ed2cla ed3 ed4 ed5 ed6eco ed6vil ed7 ed8 ed9 ed10 ed11 ed12 ed13 ed14 ed15 ed16 ed17 ed18a ed18b ed18c ed18d ed18e ed18f ed19 ed20 cl3 cl4 cl5 cl6 cl7 cl8 cl9 cl10 cl11 cl12 cl13 ma2_3 ma2_9 ma3chi ma3poi ma4_78 ma4_45 ma4_92 ma5_42 ma5_71 ma6_31 ma6_85 fa1 fa2c fa2t fa3pap fa3v_l fa4eco fa4tom fa5 fa6 ligne num_na nuelev sexe claselev presaj pr_s3jr freqpre absoct absnov absd_c absjan pr_s7jr (no indicator variable needed, as the dataset is at the child level) School Wave 1 level variables: sch1 sch2 sch5 sch6 sch7 sch8 sch10 sch11 sc1 sc2 sc3 sc4_1gi sc4_1fi sc4_1gr sc4_1fr sc4_2fi sc4_2gi sc4_2gr sc4_2fr sc4_3fi sc4_3gi sc4_3gr sc4_3fr sc4_4gi sc4_4fi sc4_4gr sc4_4fr sc4_5gi sc4_5fi sc4_5gr sc4_5fr sc4_6gi sc4_6fi sc4_6gr sc4_6fr sc5 sc6_c sc6_l sc6_g sc7 sc8 sc9 sc10 sc11 sc12 sp1 sp2 sp3 sp4 sp5_tit sp5_sup sp5_adj sp5_ia sp5_iac sp5_ic sp5_ip sp6_0_5 sp6_5_10 sp6_10 sp7 sp8 ss1 ss2 ss3 ss4 ss5 ss6 ss7 ss8 ss9 ss10 ss11 ss12 ss13 ss14 ss15 ss16 (indicator variable school_levelw1) School Wave 2 level variables: dateec ouvoct ouvnov ouvd_c ouvjan (indicator variable school_levelw2) The Burkina Faso Girls' Education Impact Evaluation Survey data contains 21,773 records and 214 variables. Variables are positioned in the file in the following order: Variables from the Household Survey. Variables are ordered by related questionnaire item number. Variables from the School Survey Wave 1. Variables are ordered by related questionnaire item number. Variables from the School Survey Wave 2. Variables are ordered by related questionnaire item number. Constructed Variables. Constructed variables created from source variables. Variables from Village Applications and Other Sources. Variables from village applications and other sources are found at the end of the dataset. 21773 214 Village ID Village ID Village ID Village ID Village ID Village ID 21773 1 293 Household ID Household ID Household ID Household ID Household ID Household Number 21773 1 30007650 Interview Date Interview Date Interview Date Interview Date Interview Date Day/Month/Year of Interview 21773 01FEB2008 02FEB2008 03FEB2008 04FEB2008 05FEB2008 06FEB2008 07FEB2008 08FEB2008 09FEB2008 10FEB2008 11FEB2008 12FEB2008 13FEB2008 14FEB2008 15FEB2008 17FEB2008 20JAN2008 21JAN2008 22FEB2008 22JAN2008 23JAN2008 24JAN2008 25JAN2008 26FEB2008 26JAN2008 27JAN2008 28FEB2008 28JAN2008 29FEB2008 29JAN2008 30JAN2008 31JAN2008 Province Province Province Province Province Province 21773 Banwa Gnagna Komandjari Namentenga Oudalan Sanmatenga Seno Soum Tapoa Yagha Department Department Department Department Department Department 21773 Aribinda Bani Baraboule Barsalogho 1 Barsalogho 2 Bartiebougou Bilanga Boala Bogande Boulsa Boussouma Coalla Dargo Deou Diapaga Djibo Dori Falagountou Foutouri Gayeri Gorguagui Gorom-Gorom Kantachari Kaya 2 Kouka Libtougou Manni Mansila Markoye Partiaga Pibaore Piela Pissila Sampelga Sanaba Solenzo Tambaga Tansarga Thion Tongomayel Tougouri Yalgo Zeguedeguin Ziga-Korsimoro boundoré kelbo solhan sonna tankounadjè Relationship Relationship Relationship Relationship Relationship Respondent relationship to Head of Household 21773 1 Head 2 Wife or husband 3 Son or daughter 4 Grandchild 5 Parent 6 Brother or sister 7 Uncle/Aunt 8 Niece/Nephew 9 Other relative 10 Adopted/Foster/Stepchild 11 Not related HH Head Sex HH Head Sex HH Head Sex HH Head Sex HH Head Sex Sex of Head of Household 21773 1 Male 2 Female HH Head Age HH Head Age HH Head Age HH Head Age HH Head Age Age of Head of Household 21742 31 15 111 HH Head Ed Level HH Head Ed Level HH Head Ed Level HH Head Ed Level HH Head Ed Level Highest level of education and grade of Head of Household (circle one) 21773 None 1 Pre School 2 Primary 3 Secondary 4 Higher 5 NonStandard Curriculum 8 Don't Know HH Head Ed Year HH Head Ed Year HH Head Ed Year HH Head Ed Year HH Head Ed Year Highest level of education and grade of head of household (circle one) 20895 878 1 Grade 1 2 Grade 2 3 Grade 3 4 Grade 4 5 Grade 5 6 Grade 6 7 Grade 7 8 Grade 8 9 Grade 9 10 Grade 10 11 Grade 11 12 Grade 12 13 Grade 13 14 Grade 14 15 Grade 15 16 Grade 17 17 Grade 22 18 None Sysmiss HH Size HH Size HH Size HH Size HH Size Total number of household members 21757 16 2 47 HH Number of Kids HH Number of Kids HH Number of Kids HH Number of Kids HH Number of Kids Total number of children under 18 years old in household 21757 16 30 HH Head Religion HH Head Religion HH Head Religion HH Head Religion HH Head Religion What is the religion of the head of this household? 21761 12 1 Muslim 2 Christian 3 Animism 6 Other Religion 7 No Religion Sysmiss HH Head Language HH Head Language HH Head Language HH Head Language HH Head Language What is the mother tongue/native language of the head of this household? 21773 1 French 2 Moore 3 Dioula 4 Fulfude 5 Gulmachema 6 Bwamu 7 Other Language HH Head Ethnicity HH Head Ethnicity HH Head Ethnicity HH Head Ethnicity HH Head Ethnicity To what ethnic group does the head of this household belong? 21773 1 Mossi 2 Dioula 3 Peul 4 Gourmanche 5 Bwaba 6 Other Ethnicity Floor Material Floor Material Floor Material Floor Material Floor Material Main material of the dwelling floor. 21773 1 Natural Material (earth, sand, dung) 2 Rudimentary Material (wood planks, palm, bamboo) 3 Finished Material (polished wood, vinyl, asphalt, ceramic, cement, carpet) 96 Other Roof Material Roof Material Roof Material Roof Material Roof Material Main material of the roof. 21773 1 Natural Material (no roof, stubble) 2 Rudimentary Material (rustic mat, palm, bamboo, wood planks) 3 Finished Material (metal, wood, cement, shingles) 96 Other # Radios # Radios # Radios # Radios # Radios How many of the following goods do any members of your household own: A Radio? 21771 2 1 2 3 4 5 6 Sysmiss # Mobile Telephones # Mobile Telephones # Mobile Telephones # Mobile Telephones # Mobile Telephones How many of the following goods do any members of your household own: A Mobile Telephone? 21771 2 1 2 3 4 5 6 Sysmiss # Watches # Watches # Watches # Watches # Watches How many of the following goods do any members of your household own: A Watch? 21771 2 1 2 3 4 5 6 7 10 11 Sysmiss # Bicycles # Bicycles # Bicycles # Bicycles # Bicycles How many of the following goods do any members of your household own: A Bicycle? 21771 2 1 2 3 4 5 6 7 8 9 Sysmiss # Motorcycles # Motorcycles # Motorcycles # Motorcycles # Motorcycles How many of the following goods do any members of your household own: A Motorcycle or Scooter? 21771 2 1 2 3 4 5 Sysmiss # Animal Carts # Animal Carts # Animal Carts # Animal Carts # Animal Carts How many of the following goods do any members of your household own: An Animal-Drawn Cart? 21768 5 1 2 Sysmiss # Cattle # Cattle # Cattle # Cattle # Cattle How many of the following goods do any members of your household own: Cattle 21759 14 150 Drinking Water Drinking Water Drinking Water Drinking Water Drinking Water What is the main source of drinking water for members of your household during the rainy season? 21773 1 Piped Water 2 Tube Well or Borehole 3 Dug Well 4 Water from Spring 5 Rainwater 6 Tanker Truck 7 Cart with Small Tank 8 Surface Water 9 Bottled Water 10 Other HH Water Seeker HH Water Seeker HH Water Seeker HH Water Seeker HH Water Seeker Who usually goes to this source to fetch water for your household? 21766 7 1 Adult Woman 2 Adult Man 3 Girl (Under 15) 4 Boy (Under 15) 5 Other Sysmiss Residence Yrs Residence Yrs Residence Yrs Residence Yrs Residence Yrs How long have you been living continuously in (name of current place of residence): Years 20963 810 1 111 Residence Permanent Residence Permanent Residence Permanent Residence Permanent Residence Permanent How long have you been living continuously in (name of current place of residence): 21773 95 Always/Permanent 96 Temporary/Periodically Age Girls End School Age Girls End School Age Girls End School Age Girls End School Age Girls End School At what age should girls stop attending school? 21752 21 Girls should not attend school at all 1 2 6 8 10 11 12 13 14 15 16 17 18 19 20 21 22 24 25 30 99 No limitation Sysmiss Age Boys End School Age Boys End School Age Boys End School Age Boys End School Age Boys End School At what age should boys stop attending school? 21752 21 Boys should not attend school at all 2 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 28 29 30 40 60 99 No limitation Sysmiss Kids in Preschool Kids in Preschool Kids in Preschool Kids in Preschool Kids in Preschool Are there any children in this household who currently attend preschool? 21773 1 Yes 2 No 3 Don't Know HH Women in Mother Lit Training HH Women in Mother Lit Training HH Women in Mother Lit Training HH Women in Mother Lit Training HH Women in Mother Lit Training Do any women in this household participate in literacy training of any kind? 21773 1 Yes 2 No 3 Don't Know HH Women in Any Lit Training HH Women in Any Lit Training HH Women in Any Lit Training HH Women in Any Lit Training HH Women in Any Lit Training Do any women in this household participate in literacy training of any kind? 21773 1 Yes 2 No 3 Don't Know School Benefit for Girls School Benefit for Girls School Benefit for Girls School Benefit for Girls School Benefit for Girls Have you heard anything recently about the schooling benefits for girls? 21773 1 Yes 2 No 3 Don't Know Interview Results Interview Results Interview Results Interview Results Interview Results Result of HH interview: 21772 1 1 Completed 2 Effort Ended 3 Refused 4 Other Sysmiss Data Entry Clerk Data Entry Clerk Data Entry Clerk Data Entry Clerk Data Entry Clerk Data entry clerk 21773 1 Group 1 2 Group 2 3 Group 3 4 Group 4 5 Group 5 6 Group 6 7 Group 7 8 Group 8 9 Group 9 10 Group 10 11 Group 11 12 Group 12 Child ID Child ID Child ID Child ID Child ID Line No. 21773 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Child Relate to HH Child Relate to HH Child Relate to HH Child Relate to HH Child Relate to HH What is the relationship of (name) to the head of the household? 21719 54 1 Head 2 Wife or husband 3 Son or daughter 4 Grandchild 5 Parent 6 Brother or sister 7 Uncle/Aunt 8 Niece/Nephew 9 Other relative 10 Adopted/Foster/Stepchild 11 Not related 98 Don't Know Sysmiss Child Gender Child Gender Child Gender Child Gender Child Gender Is (name) male or female? 21759 14 1 Male 2 Female Sysmiss Child Age Child Age Child Age Child Age Child Age How old is (name)? How old was (name) on his/her last birthday? 21747 26 5 6 7 8 9 10 11 12 Sysmiss Ed Level Ed Level Ed Level Ed Level Ed Level What is the highest level of school (name) attended? 21756 17 No School 1 Pre School 2 Primary 3 Informal Curriculum 8 Don't Know Sysmiss Ed Year Ed Year Ed Year Ed Year Ed Year What is the highest grade (name) completed at this level? 21685 88 1 Grade 1 2 Grade 2 3 Grade 3 4 Grade 4 5 Grade 5 6 Grade 6 7 No Schooling or Preschool Sysmiss Currently Attends School Currently Attends School Currently Attends School Currently Attends School Currently Attends School During the (2007-2008) school year, has (name) attended school or preschool at any time? 21760 13 1 Yes 2 No 3 Don't Know Sysmiss Why Not School Why Not School Why Not School Why Not School Why Not School Why is (name) not enrolled in school? 13204 8569 No School in Village 1 School Fees 2 Child Too Young 3 School Too Far 4 Work for Income 5 Household Work 6 Taking Care of Siblings 7 Other Sysmiss Current Ed Level Current Ed Level Current Ed Level Current Ed Level Current Ed Level During the current school year, which level and grade is (name) attending? (Level) 8476 13297 Preschool 1 Primary 2 Secondary 3 Higher 6 NonStandard Curriculum 8 DK Sysmiss Current Ed Year Current Ed Year Current Ed Year Current Ed Year Current Ed Year During the current school year, which level and grade is (name) attending? (Grade) 8484 13289 Preschool 1 Grade 1 2 Grade 2 3 Grade 3 4 Grade 4 5 Grade 5 6 Grade 6 Sysmiss Textbook Usage Textbook Usage Textbook Usage Textbook Usage Textbook Usage Does (name) have access to a complete set of textbooks for his or her use? 8446 13327 1 Yes 2 No 3 Don't Know Sysmiss Obtain Textbooks Obtain Textbooks Obtain Textbooks Obtain Textbooks Obtain Textbooks How did (name) obtain the textbooks that he/she has? 7648 14125 1 Provided by School, Can Take Home 2 Provided by School, Can't Take Home 3 Newly Bought from School 4 Newly Bought from Private Market 5 Gift 6 From Sibling 7 Bought Used 8 Other Sysmiss Private or Public Private or Public Private or Public Private or Public Private or Public Is the school that (name) attends public or private? 8442 13331 1 Public 2 Private, Secular 3 Private, Religious 4 Koranic School 5 Non Formal School 6 Other Sysmiss School Name School Name School Name School Name School Name What is the name of the school that (name) is currently attending and in which village is it located? (School name) 8459 13314 1 489 School Village School Village School Village School Village School Village What is the name of the school that (name) is currently attending and in which village is it located? (Village) 8459 13314 1 488 School Distance in Kilometers School Distance in Kilometers School Distance in Kilometers School Distance in Kilometers School Distance in Kilometers How far away from your home is the school (name) has been attending during the current school year? 8399 13374 0.01 13 School Travel Time One Way in Minutes School Travel Time One Way in Minutes School Travel Time One Way in Minutes School Travel Time One Way in Minutes School Travel Time One Way in Minutes How long does it take (name) to travel to his/her school? 8396 13377 1 115 School Attendance School Attendance School Attendance School Attendance School Attendance Did (name) attend school on the most recent day the school was open (day)? 8445 13328 1 Yes 2 No 3 Don't Know Sysmiss Reason for Absence Reason for Absence Reason for Absence Reason for Absence Reason for Absence What was the principal reason for (name) missing school? Inquire if (name) did not go to school. 183 21590 1 Sick 2 Funeral 3 Other Ceremony 4 Work for Income 5 Household Chores 6 Financial Reasons 7 Taking Care of Siblings 8 Child Refused 9 Other Sysmiss Days School Open Past Week Days School Open Past Week Days School Open Past Week Days School Open Past Week Days School Open Past Week How many days has (name's) school been open in the past 7 days? 8411 13362 1 2 3 4 5 6 Sysmiss School Attendance Past Week School Attendance Past Week School Attendance Past Week School Attendance Past Week School Attendance Past Week How many days has (name) attended school in the past 7 days? 8388 13385 1 2 3 4 5 6 Sysmiss Principal Reason for Absence Principal Reason for Absence Principal Reason for Absence Principal Reason for Absence Principal Reason for Absence What was the principal reason for (name) missing school in the past 7 days? 178 21595 1 Sick 2 Funeral 3 Other Ceremony 4 Work for Income 5 Household Chores 6 Financial Reasons 7 Taking Care of Siblings 8 Child Refused 9 Other Sysmiss Age Started School Age Started School Age Started School Age Started School Age Started School How old was (name) when he/she first entered primary school? 8389 13384 1 5 6 7 8 9 10 11 12 Sysmiss Feeding Program Feeding Program Feeding Program Feeding Program Feeding Program Does (name) participate in any feeding program at his/her school? 8424 13349 1 Yes 2 No 3 Don't Know Sysmiss Meal Type Meal Type Meal Type Meal Type Meal Type What kind of meal does (name) receive at his/her school? 7285 14488 1 Breakfast 2 Snack 3 Lunch 4 Breakfast and Lunch 5 Breakfast and Snack 6 Snack and Lunch 7 Other Sysmiss Meals Per Week Meals Per Week Meals Per Week Meals Per Week Meals Per Week How many times per week does (name) receive this meal? 7283 14490 1 2 3 4 5 6 Sysmiss Bisongo Bisongo Bisongo Bisongo Bisongo Does the school (name) attends offer a Bisongo? 8416 13357 1 Yes 2 No 3 Don't Know Sysmiss Separate Gender Bathrooms Separate Gender Bathrooms Separate Gender Bathrooms Separate Gender Bathrooms Separate Gender Bathrooms Does the school (name) attends offer separate bathrooms for boys and girls? 8416 13357 1 Yes 2 No 3 Don't Know Sysmiss Canteen Canteen Canteen Canteen Canteen Does the school (name) attends offer school canteen? 8424 13349 1 Yes 2 No 3 Don't Know Sysmiss Dry Rations for Girls Dry Rations for Girls Dry Rations for Girls Dry Rations for Girls Dry Rations for Girls Does the school (name) attends offer dry rations for girls only? 8418 13355 1 Yes 2 No 3 Don't Know Sysmiss Dry Rations for Girls and Boys Dry Rations for Girls and Boys Dry Rations for Girls and Boys Dry Rations for Girls and Boys Dry Rations for Girls and Boys Does the school (name) attends offer dry rations for girls and boys? 8415 13358 1 Yes 2 No 3 Don't Know Sysmiss Textbooks Textbooks Textbooks Textbooks Textbooks Does the school (name) attends offer textbooks? 8429 13344 1 Yes 2 No 3 Don't Know Sysmiss First Reason for School First Reason for School First Reason for School First Reason for School First Reason for School What is the most important reason to you for sending (name) to school? 8429 13344 1 Distance to School 2 Bisongo 3 Textbooks 4 School Canteen 5 Dry Rations 6 Separate Bathrooms for Boys and Girls 7 Other Sysmiss Second Reason for School Second Reason for School Second Reason for School Second Reason for School Second Reason for School What is the second most important reason to you for sending (name) to school? 8356 13417 1 Distance to School 2 Bisongo 3 Textbooks 4 School Canteen 5 Dry Rations 6 Separate Bathrooms for Boys and Girls 7 Other Sysmiss Work Work Work Work Work During the past week, did (name) do any kind of work for someone who is not a member of this household? For pay in cash or kind? 21703 70 1 Yes, For Pay 2 Yes, Unpaid 3 No Sysmiss Hours Worked Hours Worked Hours Worked Hours Worked Hours Worked Since last (day of the week), about how many hours did he/she do this work for someone who is not a member of this household? 1359 20414 21 Work Past Year Work Past Year Work Past Year Work Past Year Work Past Year At any time during the past year, did (name) do any kind of work for someone who is not a member of this household? For pay in cash or kind? 21701 72 1 Yes, For Pay 2 Yes, Unpaid 3 No Sysmiss Collect Firewood Collect Firewood Collect Firewood Collect Firewood Collect Firewood During the past week, did (name) help with collecting firewood? 21683 90 1 Yes 2 No 3 Don't Know Sysmiss Cleaning Cleaning Cleaning Cleaning Cleaning During the past week, did (name) help with cleaning? 21693 80 1 Yes 2 No 3 Don't Know Sysmiss Fetch Water Fetch Water Fetch Water Fetch Water Fetch Water During the past week did (name) help with fetching water? 21697 76 1 Yes 2 No 3 Don't Know Sysmiss Care for Siblings Care for Siblings Care for Siblings Care for Siblings Care for Siblings During the past week, did (name) help with taking care of younger siblings? 21700 73 1 Yes 2 No 3 Don't Know Sysmiss Tend Animals Tend Animals Tend Animals Tend Animals Tend Animals During the past week, did (name) help tend animals? 21702 71 1 Yes 2 No 3 Don't Know Sysmiss Farming Farming Farming Farming Farming During the past week, did (name) help with farming? 21704 69 1 Yes 2 No 3 Don't Know Sysmiss Shopping Shopping Shopping Shopping Shopping During the past week, did (name) help with shopping? 21704 69 1 Yes 2 No 3 Don't Know Sysmiss Family Work Family Work Family Work Family Work Family Work During the past week, did (name) do any other family work (in a business or selling goods in the street)? 21701 72 1 Yes 2 No 3 Don't Know Sysmiss Identify #3 Identify #3 Identify #3 Identify #3 Identify #3 Are you able to identify the following numbers? (3) 21726 47 1 Yes 2 No 3 Don't Know Sysmiss Identify #9 Identify #9 Identify #9 Identify #9 Identify #9 Are you able to identify the following numbers? (9) 21726 47 1 Yes 2 No 3 Don't Know Sysmiss Count Dogs Count Dogs Count Dogs Count Dogs Count Dogs Are you able to count the following items? (Four Dogs) 21729 44 1 Yes 2 No 3 Don't Know Sysmiss Count Fish Count Fish Count Fish Count Fish Count Fish Are you able to count the following items? (Seven Fish) 21726 47 1 Yes 2 No 3 Don't Know Sysmiss Greater Number 7 8 Greater Number 7 8 Greater Number 7 8 Greater Number 7 8 Greater Number 7 8 Of the numbers below, are you able to identify the greater number? (7 and 8) 21727 46 1 Yes 2 No 3 Don't Know Sysmiss Greater Number 4 5 Greater Number 4 5 Greater Number 4 5 Greater Number 4 5 Greater Number 4 5 Of the numbers below, are you able to identify the greater number? (4 and 5) 21727 46 1 Yes 2 No 3 Don't Know Sysmiss Greater Number 9 2 Greater Number 9 2 Greater Number 9 2 Greater Number 9 2 Greater Number 9 2 Of the numbers below, are you able to identify the greater number? (9 and 2) 21730 43 1 Yes 2 No 3 Don't Know Sysmiss Add 4 2 Add 4 2 Add 4 2 Add 4 2 Add 4 2 Are you able to complete the following addition? (4+2=) 21731 42 1 Yes 2 No 3 Don't Know Sysmiss Add 7 1 Add 7 1 Add 7 1 Add 7 1 Add 7 1 Are you able to complete the following addition? (7+1=) 21731 42 1 Yes 2 No 3 Don't Know Sysmiss Subtract 3 1 Subtract 3 1 Subtract 3 1 Subtract 3 1 Subtract 3 1 Are you able to complete the following subtraction? (3-1=) 21731 42 1 Yes 2 No 3 Don't Know Sysmiss Subtract 8 5 Subtract 8 5 Subtract 8 5 Subtract 8 5 Subtract 8 5 Are you able to complete the following subtraction? (8-5=) 21731 42 1 Yes 2 No 3 Don't Know Sysmiss Line Line Line Line Line Line Number 21733 40 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Sysmiss Identify C Identify C Identify C Identify C Identify C Are you able to identify the following letters? (C) 21734 39 1 Yes 2 No 3 Don't Know Sysmiss Identify T Identify T Identify T Identify T Identify T Are you able to identify the following letters? (T) 21733 40 1 Yes 2 No 3 Don't Know Sysmiss Read Papa Read Papa Read Papa Read Papa Read Papa Are you able to read the following words? (Papa) 21734 39 1 Yes 2 No 3 Don't Know Sysmiss Read Velo Read Velo Read Velo Read Velo Read Velo Are you able to read the following words? (Velo) 21734 39 1 Yes 2 No 3 Don't Know Sysmiss Read Ecole Read Ecole Read Ecole Read Ecole Read Ecole Are you able to read the following more difficult words? (Ecole) 21732 41 1 Yes 2 No 3 Don't Know Sysmiss Read Tomate Read Tomate Read Tomate Read Tomate Read Tomate Are you able to read the following more difficult words? (Tomate) 21733 40 1 Yes 2 No 3 Don't Know Sysmiss Pick Missing Word 1 Pick Missing Word 1 Pick Missing Word 1 Pick Missing Word 1 Pick Missing Word 1 Are you able to identify the correct missing word? 21733 40 1 Yes 2 No 3 Don't Know Sysmiss Pick Missing Word 2 Pick Missing Word 2 Pick Missing Word 2 Pick Missing Word 2 Pick Missing Word 2 Are you able to identify the correct missing word? 21733 40 1 Yes 2 No 3 Don't Know Sysmiss SCH Village ID SCH Village ID SCH Village ID SCH Village ID SCH Village ID Village ID 7675 14098 2 292 SCH ID SCH ID SCH ID SCH ID SCH ID School ID 7675 14098 6 454 SCH Date SCH Date SCH Date SCH Date SCH Date Day/Month/Year of Interview 7645 2007-11-25 2008-02-09 2007-11-25 2007-11-26 2007-11-27 2007-11-28 2007-11-29 2007-11-30 2007-12-01 2007-12-02 2007-12-03 2007-12-04 2007-12-05 2007-12-06 2007-12-07 2007-12-10 2007-12-30 2008-01-29 2008-01-31 2008-02-02 2008-02-04 2008-02-09 SCH Province SCH Province SCH Province SCH Province SCH Province Province 7675 14098 1 Banwa 2 Namentenga 3 Sanmatenga 4 Gnagna 5 Komandjari 6 Tapoa 7 Oudalan 8 Séno 9 Soum 10 Yagha Sysmiss SCH Department SCH Department SCH Department SCH Department SCH Department Department 7675 14098 1 59 Contains the school department number. The codes can be found in the appendix in the codebook. School School School School School Name of School 7675 14098 6 454 Position Position Position Position Position Position of Respondent 7675 14098 1 Head Master 2 Other Administrator 3 Teacher 4 Other Sysmiss SCH Interview Results SCH Interview Results SCH Interview Results SCH Interview Results SCH Interview Results Result of School Interview 7675 14098 1 Completed 2 Effort Ended 3 Refused 4 School Not Found/Destroyed 5 Other Sysmiss School Village School Village School Village School Village School Village Is this school located in [village name]? 7675 14098 1 Yes 2 No 3 Don't Know Sysmiss Public or Private Public or Private Public or Private Public or Private Public or Private Is this a public school or a private school? 7675 14098 1 Public 2 Private Secular 3 Private Religious 96 Other Sysmiss Year School Opened Year School Opened Year School Opened Year School Opened Year School Opened In which year did this school first open? 7653 14120 1961 2007 Male Enrolled Students in CP1 Male Enrolled Students in CP1 Male Enrolled Students in CP1 Male Enrolled Students in CP1 Male Enrolled Students in CP1 How many male students are enrolled in each grade? 7675 14098 85 Female Enrolled Students in CP1 Female Enrolled Students in CP1 Female Enrolled Students in CP1 Female Enrolled Students in CP1 Female Enrolled Students in CP1 How many female students are enrolled in each grade? 7675 14098 92 Male Repeat Students in CP1 Male Repeat Students in CP1 Male Repeat Students in CP1 Male Repeat Students in CP1 Male Repeat Students in CP1 How many male students are repeaters? 7675 14098 1 2 3 4 5 6 7 9 11 12 14 15 18 Sysmiss Female Repeat Students in CP1 Female Repeat Students in CP1 Female Repeat Students in CP1 Female Repeat Students in CP1 Female Repeat Students in CP1 How many female students are repeaters? 7675 14098 28 Female Enrolled Students in CP2 Female Enrolled Students in CP2 Female Enrolled Students in CP2 Female Enrolled Students in CP2 Female Enrolled Students in CP2 How many female students are enrolled in each grade? 7675 14098 63 Male Enrolled Students in CP2 Male Enrolled Students in CP2 Male Enrolled Students in CP2 Male Enrolled Students in CP2 Male Enrolled Students in CP2 How many male students are enrolled in each grade? 7675 14098 71 Male Repeat Students in CP2 Male Repeat Students in CP2 Male Repeat Students in CP2 Male Repeat Students in CP2 Male Repeat Students in CP2 How many male students are repeaters? 7675 14098 36 Female Repeat Students in CP2 Female Repeat Students in CP2 Female Repeat Students in CP2 Female Repeat Students in CP2 Female Repeat Students in CP2 How many female students are repeaters? 7660 14113 1 2 3 4 5 6 7 8 9 13 Sysmiss Female Enrolled Students in CE1 Female Enrolled Students in CE1 Female Enrolled Students in CE1 Female Enrolled Students in CE1 Female Enrolled Students in CE1 How many female students are enrolled in each grade? 7675 14098 61 Male Enrolled Students in CE1 Male Enrolled Students in CE1 Male Enrolled Students in CE1 Male Enrolled Students in CE1 Male Enrolled Students in CE1 How many male students are enrolled in each grade? 7675 14098 67 Male Repeat Students in CE1 Male Repeat Students in CE1 Male Repeat Students in CE1 Male Repeat Students in CE1 Male Repeat Students in CE1 How many male students are repeaters? 7675 14098 1 2 3 4 5 6 7 8 9 10 11 12 14 Sysmiss Female Repeat Students in CE1 Female Repeat Students in CE1 Female Repeat Students in CE1 Female Repeat Students in CE1 Female Repeat Students in CE1 How many female students are repeaters? 7675 14098 1 2 3 4 5 6 7 8 11 19 Sysmiss Male Enrolled Students in CE2 Male Enrolled Students in CE2 Male Enrolled Students in CE2 Male Enrolled Students in CE2 Male Enrolled Students in CE2 How many male students are enrolled in each grade? 7675 14098 57 Female Enrolled Students in CE2 Female Enrolled Students in CE2 Female Enrolled Students in CE2 Female Enrolled Students in CE2 Female Enrolled Students in CE2 How many female students are enrolled in each grade? 7675 14098 51 Male Repeat Students in CE2 Male Repeat Students in CE2 Male Repeat Students in CE2 Male Repeat Students in CE2 Male Repeat Students in CE2 How many male students are repeaters? 7675 14098 1 2 3 4 5 6 7 8 9 12 Sysmiss Female Repeat Students in CE2 Female Repeat Students in CE2 Female Repeat Students in CE2 Female Repeat Students in CE2 Female Repeat Students in CE2 How many female students are repeaters? 7649 14124 1 2 3 4 5 6 8 11 13 14 Sysmiss Male Enrolled Students in CM1 Male Enrolled Students in CM1 Male Enrolled Students in CM1 Male Enrolled Students in CM1 Male Enrolled Students in CM1 How many male students are enrolled in each grade? 7675 14098 54 Female Enrolled Students in CM1 Female Enrolled Students in CM1 Female Enrolled Students in CM1 Female Enrolled Students in CM1 Female Enrolled Students in CM1 How many female students are enrolled in each grade? 7675 14098 42 Male Repeat Students in CM1 Male Repeat Students in CM1 Male Repeat Students in CM1 Male Repeat Students in CM1 Male Repeat Students in CM1 How many male students are repeaters? 7675 14098 26 Female Repeat Students in CM1 Female Repeat Students in CM1 Female Repeat Students in CM1 Female Repeat Students in CM1 Female Repeat Students in CM1 How many female students are repeaters? 7675 14098 1 2 3 4 5 6 7 9 13 Sysmiss Male Enrolled Students in CM2 Male Enrolled Students in CM2 Male Enrolled Students in CM2 Male Enrolled Students in CM2 Male Enrolled Students in CM2 How many male students are enrolled in each grade? 7675 14098 44 Female Enrolled Students in CM2 Female Enrolled Students in CM2 Female Enrolled Students in CM2 Female Enrolled Students in CM2 Female Enrolled Students in CM2 How many female students are enrolled in each grade? 7675 14098 37 Male Repeat Students in CM2 Male Repeat Students in CM2 Male Repeat Students in CM2 Male Repeat Students in CM2 Male Repeat Students in CM2 How many male students are repeaters? 7675 14098 26 Female Repeat Students in CM2 Female Repeat Students in CM2 Female Repeat Students in CM2 Female Repeat Students in CM2 Female Repeat Students in CM2 How many female students are repeaters? 7675 14098 1 2 3 4 5 6 7 9 10 11 13 14 15 20 Sysmiss SCH Weeks Open SCH Weeks Open SCH Weeks Open SCH Weeks Open SCH Weeks Open How many weeks was this school actually open during the last academic year? 7675 1 20 21 22 23 24 26 27 28 29 30 31 32 33 34 35 36 Language Math Language Math Language Math Language Math Language Math What language is used for…(Mathematics Instruction) 7675 14098 1 French 2 Moore 3 Fulfude 10 Gulmachema Sysmiss Language Reading Language Reading Language Reading Language Reading Language Reading What language is used for…(Reading Instruction) 7675 14098 1 French 2 Moore 3 Fulfude 10 Gulmachema Sysmiss Language General Language General Language General Language General Language General What language is used for…(General Conversation) 7675 14098 1 French 2 Moore 3 Fulfude 10 Gulmachema Sysmiss All Students Admitted All Students Admitted All Students Admitted All Students Admitted All Students Admitted During this school year, were all students who wanted to enroll in this school admitted? 7605 14168 1 Yes 2 No 3 Don't Know Sysmiss Feeding Program Feeding Program Feeding Program Feeding Program Feeding Program Does this school have a feeding program? 7675 14098 1 Yes 2 No 3 Don't Know Sysmiss SCH Food Offering SCH Food Offering SCH Food Offering SCH Food Offering SCH Food Offering What kind of meal or snack does the school offer? 6486 15287 1 Breakfast 2 Snack 3 Lunch 4 Other 5 Breakfast and Snack Sysmiss SCH Type of Feeding Program SCH Type of Feeding Program SCH Type of Feeding Program SCH Type of Feeding Program SCH Type of Feeding Program What type of feeding program is offered by the school? 6486 15287 1 Canteen 2 Dry Rations 3 Canteen and Dry Rations 4 Other Sysmiss Health Intervention Health Intervention Health Intervention Health Intervention Health Intervention Does the school provide any health interventions? 7675 14098 1 Yes 2 No Sysmiss Student Textbooks Student Textbooks Student Textbooks Student Textbooks Student Textbooks Does each student have a complete set of textbooks for his or her use? 7675 14098 1 Yes, Sole Use 2 Yes, Shared Use 3 No Sysmiss Current Teachers Current Teachers Current Teachers Current Teachers Current Teachers How many teachers are currently teaching in this school, including trainees? 7675 1 2 3 4 5 6 7 Female Teachers Female Teachers Female Teachers Female Teachers Female Teachers How many of these teachers are female? 7675 1 2 3 4 Female Teachers Merit Awards Female Teachers Merit Awards Female Teachers Merit Awards Female Teachers Merit Awards Female Teachers Merit Awards How many female teachers have received a merit-based award? 7675 1 2 Teachers Post Secondary Degree Teachers Post Secondary Degree Teachers Post Secondary Degree Teachers Post Secondary Degree Teachers Post Secondary Degree How many teachers have a post-secondary degree? 7652 14121 1 2 Sysmiss Titulaires Teachers Titulaires Teachers Titulaires Teachers Titulaires Teachers Titulaires Teachers How many teachers are there in each category: (Number of Titulaires) 7645 14128 1 2 3 4 5 6 7 Sysmiss Substitute Teachers Substitute Teachers Substitute Teachers Substitute Teachers Substitute Teachers How many teachers are there in each category: (Number of Substitutes) 7675 1 2 Trainee Teachers Trainee Teachers Trainee Teachers Trainee Teachers Trainee Teachers How many teachers are there in each category: (Number of Trainees) 7675 Assistant Teachers Assistant Teachers Assistant Teachers Assistant Teachers Assistant Teachers How many teachers are there in each category: (Number of Assistant Teachers) 7675 1 3 Certified Assistant Teachers Certified Assistant Teachers Certified Assistant Teachers Certified Assistant Teachers Certified Assistant Teachers How many teachers are there in each category: (Number of Certified Assistant Teachers) 7675 1 2 3 4 5 6 Certifed Teachers Certifed Teachers Certifed Teachers Certifed Teachers Certifed Teachers How many teachers are there in each category: (Number of Certified Teachers) 7675 1 2 3 4 Principal Teachers Principal Teachers Principal Teachers Principal Teachers Principal Teachers How many teachers are there in each category: (Number of Principal Teachers) 7675 1 2 Teachers Experience Under 5 Years Teachers Experience Under 5 Years Teachers Experience Under 5 Years Teachers Experience Under 5 Years Teachers Experience Under 5 Years Now, I would like some information on the teaching experience of these teachers. How many of these teachers have…(Less than 5 years) 7675 1 2 3 4 5 6 Teachers Experience 5 to 10 Years Teachers Experience 5 to 10 Years Teachers Experience 5 to 10 Years Teachers Experience 5 to 10 Years Teachers Experience 5 to 10 Years Now, I would like some information on the teaching experience of these teachers. How many of these teachers have…(5 Years but less than 10 Years) 7675 1 2 3 4 5 Teachers Experience 10 or More Teachers Experience 10 or More Teachers Experience 10 or More Teachers Experience 10 or More Teachers Experience 10 or More Now, I would like some information on the teaching experience of these teachers. How many of these teachers have…(10 or more Years) 7675 1 2 Teacher Absence Teacher Absence Teacher Absence Teacher Absence Teacher Absence How often is a typical teacher absent? 7675 14098 1 Once Per Week 2 2-3 Times Per Month 3 Once Per Month 4 Less Than Once Per Month Sysmiss Teacher Training Gender Equality Teacher Training Gender Equality Teacher Training Gender Equality Teacher Training Gender Equality Teacher Training Gender Equality How many teachers have received training on treating boys and girls equally in the classroom? 7675 1 2 3 Classrooms Classrooms Classrooms Classrooms Classrooms How many classrooms does this school have? 7675 1 2 3 4 5 6 8 Usable Classrooms Usable Classrooms Usable Classrooms Usable Classrooms Usable Classrooms How many classrooms are usable? 7675 1 2 3 4 5 6 Usable Classrooms with Blackboards Usable Classrooms with Blackboards Usable Classrooms with Blackboards Usable Classrooms with Blackboards Usable Classrooms with Blackboards How many of these usable classrooms have a blackboard? 7611 14162 1 2 3 4 5 6 Sysmiss Usable Classrooms with Legible Blackboards Usable Classrooms with Legible Blackboards Usable Classrooms with Legible Blackboards Usable Classrooms with Legible Blackboards Usable Classrooms with Legible Blackboards How many of these usable classrooms have a blackboard that is legible to all students? 7372 14401 1 2 3 4 5 6 Sysmiss Usable Classrooms in the Rain Usable Classrooms in the Rain Usable Classrooms in the Rain Usable Classrooms in the Rain Usable Classrooms in the Rain How many classrooms can be used when it rains? 7675 1 2 3 4 5 6 Enough Desks and Chairs Enough Desks and Chairs Enough Desks and Chairs Enough Desks and Chairs Enough Desks and Chairs Are there enough desks and/or chairs for all students in this school? 7675 14098 1 Yes 2 No 3 Don't Know Sysmiss Percentage Students No Desk or Chair Percentage Students No Desk or Chair Percentage Students No Desk or Chair Percentage Students No Desk or Chair Percentage Students No Desk or Chair What percentage of students do not have desks or chairs? 4903 16870 100 Outdoors Classes Outdoors Classes Outdoors Classes Outdoors Classes Outdoors Classes Do any classes meet outside because of lack of classrooms? 7675 14098 1 Yes 2 No 3 Don't Know Sysmiss Amount Outdoors Classes Amount Outdoors Classes Amount Outdoors Classes Amount Outdoors Classes Amount Outdoors Classes How many classes meet outside? 3366 18407 1 2 3 Sysmiss SCH Water Supply SCH Water Supply SCH Water Supply SCH Water Supply SCH Water Supply Does this school have a water supply? 7675 14098 1 Yes 2 No 3 Don't Know Sysmiss SCH Toilets SCH Toilets SCH Toilets SCH Toilets SCH Toilets Does this school have toilet facilities for students? 7675 14098 1 Yes 2 No 3 Don't Know Sysmiss SCH Separate Gender Toilets SCH Separate Gender Toilets SCH Separate Gender Toilets SCH Separate Gender Toilets SCH Separate Gender Toilets Do girls and boys have separate toilet facilities? 5869 15904 1 Yes 2 No 3 Don't Know Sysmiss SCH Preschool SCH Preschool SCH Preschool SCH Preschool SCH Preschool Does this school operate a preschool (Bisongos)? 7675 14098 1 Yes 2 No 3 Don't Know Sysmiss SCH Floor Material SCH Floor Material SCH Floor Material SCH Floor Material SCH Floor Material Main material of the school floor. 7675 14098 11 Earth/Sand 12 Dung 21 Wood Planks 22 Palm/Bamboo 31 Parquet or Polished Wood 32 Vinyl or Asphalt Strips 33 Ceramic Tiles 34 Cement 35 Carpet 96 Other Sysmiss SCH Roof Material SCH Roof Material SCH Roof Material SCH Roof Material SCH Roof Material Main material of the school roof. 7643 14130 11 No Roof 12 Thatch/Palm Leaf 13 Sod 21 Rustic Mat 22 Palm/Bamboo 23 Wood Planks 31 Metal 32 Wood 33 Calamine/Cement Fiber 34 Ceramic Tiles 35 Cement 36 Roofing Shingles 96 Other Sysmiss SCH Wall Material SCH Wall Material SCH Wall Material SCH Wall Material SCH Wall Material Main material of the walls. 7643 14130 11 No Walls 12 Cane/Palm/Trunks 13 Dirt 14 Adobe 15 Straw 21 Bamboo with Mud 22 Stone with Mud 24 Plywood 25 Carton 26 Reused Wood 31 Cement 32 Stone with Lime/Cement 33 Bricks 34 Cement Blocks 36 Wood Planks/Shingles 96 Other Sysmiss Date of Visit Date of Visit Date of Visit Date of Visit Date of Visit Date of Visit 7316 01FEB2008 01MAR2008 02FEB2008 03FEB2008 04FEB2008 05FEB2008 06FEB2008 07FEB2008 07MAR2008 08FEB2008 09FEB2008 10FEB2008 11FEB2008 12FEB2008 13FEB2008 15FEB2008 18FEB2008 21JAN2008 23FEB2008 23JAN2008 24JAN2008 25JAN2008 26JAN2008 27FEB2008 27JAN2008 28JAN2008 29FEB2008 29JAN2008 30JAN2008 31JAN2008 Days School was Open in October Days School was Open in October Days School was Open in October Days School was Open in October Days School was Open in October Number of days school was open in: October 7174 14599 23 Days School was Open in November Days School was Open in November Days School was Open in November Days School was Open in November Days School was Open in November Number of days school was open in: November 7193 14580 25 Days School was Open in December Days School was Open in December Days School was Open in December Days School was Open in December Days School was Open in December Number of days school was open in: December 7183 14590 6 7 8 9 10 11 12 13 14 15 18 Sysmiss Days School was Open in January Days School was Open in January Days School was Open in January Days School was Open in January Days School was Open in January Number of days school was open in: January 7167 14606 3 26 Line Number Line Number Line Number Line Number Line Number Line no. 7188 14585 1 576 Student Household Number Student Household Number Student Household Number Student Household Number Student Household Number Student Household Number 7316 14457 2 10029 Students in Household Students in Household Students in Household Students in Household Students in Household Number of Students in the Household 7316 14457 1 2 3 4 5 6 7 8 9 10 12 13 15 16 17 Sysmiss Sex Sex Sex Sex Sex Sex 7308 14465 1 Male 2 Female Sysmiss Student Grade Student Grade Student Grade Student Grade Student Grade Student Grade 7301 CE1 CE2 CM1 CM2 CP1 CP2 Student In School Today Student In School Today Student In School Today Student In School Today Student In School Today Is student in school today? 7316 14457 1 Yes 2 No 3 Don't Know Sysmiss Past 3 Days School Attendance Past 3 Days School Attendance Past 3 Days School Attendance Past 3 Days School Attendance Past 3 Days School Attendance Of the last three days the school was open, how many did the student attend? 7316 14457 1 2 3 Sysmiss Frequency of being Present in School Frequency of being Present in School Frequency of being Present in School Frequency of being Present in School Frequency of being Present in School How often does the student usually attend school? 7315 14458 1 Always 2 Often 3 Sometimes 4 Rarely 5 Never Sysmiss Days Absent Per Month in October Days Absent Per Month in October Days Absent Per Month in October Days Absent Per Month in October Days Absent Per Month in October Number of days the student was absent, per month, since the start of the 2007-2008 school year. Write zero if the student wasn't absent during the month considered. 7263 14510 22 Days Absent Per Month in November Days Absent Per Month in November Days Absent Per Month in November Days Absent Per Month in November Days Absent Per Month in November Number of days the student was absent, per month, since the start of the 2007-2008 school year. Write zero if the student wasn't absent during the month considered. 7315 14458 26 Days Absent Per Month in December Days Absent Per Month in December Days Absent Per Month in December Days Absent Per Month in December Days Absent Per Month in December Number of days the student was absent, per month, since the start of the 2007-2008 school year. Write zero if the student wasn't absent during the month considered. 7315 14458 22 Days Absent Per Month in January Days Absent Per Month in January Days Absent Per Month in January Days Absent Per Month in January Days Absent Per Month in January Number of days the student was absent, per month, since the start of the 2007-2008 school year. Write zero if the student wasn't absent during the month considered. 7315 14458 23 Student At School 7 Days Ago Student At School 7 Days Ago Student At School 7 Days Ago Student At School 7 Days Ago Student At School 7 Days Ago Was the student present at school on this day 7 days ago (if the school wasn't open on that day, ask about the past 6 or 8 days)? 7316 14457 1 Yes 2 No 3 Don't Know Sysmiss Merge with wave 1 school data Merge with wave 1 school data Merge with wave 1 school data Merge with wave 1 school data Merge with wave 1 school data 21773 1 From HH dataset only 3 From both datasets Merge variable indicating from which dataset/s the observations come. Merge with wave 2 school data Merge with wave 2 school data Merge with wave 2 school data Merge with wave 2 school data Merge with wave 2 school data 21773 1 From HH dataset only 3 From both datasets Merge variable indicating from which dataset/s the observations come. Also indicates what household children were found in their schools. Indicator variable for observations at level of single child Indicator variable for observations at level of single child Indicator variable for observations at level of single child Indicator variable for observations at level of single child Indicator variable for observations at level of single child 21773 1 Indicator variable for observations at level of single household Indicator variable for observations at level of single household Indicator variable for observations at level of single household Indicator variable for observations at level of single household Indicator variable for observations at level of single household 21773 1 Indicator variable for observations at level of single village Indicator variable for observations at level of single village Indicator variable for observations at level of single village Indicator variable for observations at level of single village Indicator variable for observations at level of single village 21773 1 Indicator Variable for observations at level of Wave 1 School Data Indicator Variable for observations at level of Wave 1 School Data Indicator Variable for observations at level of Wave 1 School Data Indicator Variable for observations at level of Wave 1 School Data Indicator Variable for observations at level of Wave 1 School Data 21773 1 Tagged first observation for each unique school id (sch2) in school wave 1 data Indicator Variable for observations at level of Wave 2 School Data Indicator Variable for observations at level of Wave 2 School Data Indicator Variable for observations at level of Wave 2 School Data Indicator Variable for observations at level of Wave 2 School Data Indicator Variable for observations at level of Wave 2 School Data 21773 1 Tagged first observation for each unique school id (ecoleid) in school wave 2 data Indicator variable for observations at level of single school Indicator variable for observations at level of single school Indicator variable for observations at level of single school Indicator variable for observations at level of single school Indicator variable for observations at level of single school 21773 1 Tagged first observation for each unique school id (ed6eco) in household data Region from Application Data Region from Application Data Region from Application Data Region from Application Data Region from Application Data 21773 Boucle Du Mouhoun Centre Nord Est Sahil Region in which villages fall based on application data Province from Application Data Province from Application Data Province from Application Data Province from Application Data Province from Application Data 21773 Banwa Gnagna Komandjari Namentenga Oudalan Sanmatenga Seno Soum Tapoa Yagha Province in which villages fall based on application data. Department from Application Data Department from Application Data Department from Application Data Department from Application Data Department from Application Data 21773 Bani Baraboule Barsalogho 1 Barsalogho 2 Bartiebougou Bilanga Boala Bogande Boulsa Boussouma CEB Mansila CEB Sebba CEB d'Aribinda Coalla Commune De Djibo Dargo Deou Diapaga Djibo Dori Falagountou Foutouri Gayeri Gorguagui Gorom-Gorom Kantachari Kaya 2 Kouka Libtougou Manni Markoye Partiaga Pibaore Piela Pissila Sampelga Sanaba Solenzo Tambaga Tansarga Tansila Thion Tongomayel Tougouri Yalgo Zeguedeguin Ziga-Korsimoro Department in which villages fall based on application data. Village Received School Village Received School Village Received School Village Received School Village Received School 21773 No 1 Yes The original treatment variable, identifying villages that received schools. Village Should Have Received School Village Should Have Received School Village Should Have Received School Village Should Have Received School Village Should Have Received School 21773 No 1 Yes The implied treatment variable, indicating whether a village should have gotten a BRIGHT school. This variable is based on the variable rel_score. It is coded 1 if a village is in the poorer half of its province or department. Normalized Poverty Score Normalized Poverty Score Normalized Poverty Score Normalized Poverty Score Normalized Poverty Score 21773 -924 3741 The scoring system used to assign villages to the treatment or control group. rel_score is the score used for applying this rule, which is basically normalized around 0 for the province or region rank/score of the village by poverty / need. Negative scores got a school and positive did not. This variable was used to determine proj_selected. Children attending school in the village in 2005/06 Children attending school in the village in 2005/06 Children attending school in the village in 2005/06 Children attending school in the village in 2005/06 Children attending school in the village in 2005/06 21773 No 1 Yes This variable indicates that there was a record of children attending a school in the village during the 2005/06 school year. Children attending school in the village in 2005/06 and matched Children attending school in the village in 2005/06 and matched Children attending school in the village in 2005/06 and matched Children attending school in the village in 2005/06 and matched Children attending school in the village in 2005/06 and matched 21773 No 1 Yes This variable indicates that there was a record of children attending a school in the village during the 2005/06 school year and there was no trouble matching the village name to Burkina Faso school records. Children attending school in the village in 2005/06, matched, and have type Children attending school in the village in 2005/06, matched, and have type Children attending school in the village in 2005/06, matched, and have type Children attending school in the village in 2005/06, matched, and have type Children attending school in the village in 2005/06, matched, and have type 21773 No 1 Yes This variable indicates that there was a record of children attending a school in the village during the 2005/06 school year, there was no trouble matching the village name to Burkina Faso school records, and the school's type (public, private, religious) was specified. School Type School Type School Type School Type School Type 7803 13970 1 Other 2 Private Catholic 3 Private Muslim 4 Public Sysmiss