Author(s): Bagby, Emilie; Dumitrescu, Anca; Orfield, Cara; Sloan, Matt
Organisation(s): Mathematica Policy Research (USA)
Pages: 172 p.
This report documents the main findings from the three-year long-term evaluation of the IMAGINE project. Overall, IMAGINE had an 8.3 percentage point positive impact on primary school enrollment during the 2012–2013 year, a 7.9 percentage point decrease in children being absent more than two consecutive weeks during the same school year, a 0.13 standard deviation impact on math test scores, and no impact on French test scores. The project impacts were larger for girls than for boys. For girls, the project had an 11.8 percentage point positive impact on enrollment and a 10.6 percentage point impact on attendance, whereas for boys the project had a 5.0 percentage point impact on enrollment and a 5.3 percentage point impact on attendance. The difference between the genders is statistically significant for enrollment and attendance. For learning, the impacts on math and French test scores for girls were consistently large and statistically significant, whereas the impacts for boys were smaller and not significant. Girls scored 0.11 standard deviations significantly higher than boys on the math test, whereas differences on the French test were not statistically significant. The intervention did not appear to affect children from families with different socioeconomic status differently.