What factors shape girls' school peformance? Evidence from Ethiopia

Abstract

In Ethiopia only one-fourth of primary school-age girls are actually enrolled. Despite progress since the 1974 revolution, 57% of all females who enter grade 1 drop out before reaching grade 2. This paper reports on regional variation in girls' persistence through primary school and performance on the national exam. We then examine the relative influence of community characteristics and school qualities in explaining female persistence and performance, based on a sample of 182 schools and surrounding communities. We find that girls attending schools located in urban centers persist at higher rates (in absolute terms and relative to boys) and do better on the national exam. Girls from non Amharic-speaking communities persist further through school at a slightly higher rate, compared to girls from Amharic-speaking areas. Yet enrolment equity is higher in Amhara communities. Girls attending larger, more formalized schools persist longer, controlling for the influence of community characteristics. Crowded school conditions (indicated by large class sizes and multiple shifts) do not hinder girls' persistence. In fact, such indicators of high social demand for schooling are positively related to girls' attainment. In rural schools, higher female persistence is associated with teachers' length of experience but not with the presence of more female teachers.