What Works in Developing Nations to Get Children into School or Keep Them There?: A Systematic Review of Rigorous Impact Studies

Autor/inn/en	Petrosino, Anthony; Morgan, Claire; Fronius, Trevor; Tanner-Smith, Emily E.; Boruch, Robert F.
Titel	What Works in Developing Nations to Get Children into School or Keep Them There?: A Systematic Review of Rigorous Impact Studies
Quelle	In: Research on Social Work Practice, 25 (2015) 1, S.44-60 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731514524837
Schlagwörter	Developing Nations; Literature Reviews; Best Practices; School Holding Power; Academic Persistence; Enrollment Influences; Enrollment Management; Effect Size; Intervention; Meta Analysis; Adolescents; Attendance; Enrollment Rate; Graduation Rate; Scores; Outcome Measures; Academic Achievement; Electronic Libraries; Dropout Rate; Classification; Educational Assessment; Educational Indicators + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Meta-analysis; Metaanalyse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Anwesenheit; Schulleistung; Digitale Bibliothek; Elektronische Bibliothek; Classification system; Klassifikation; Klassifikationssystem; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	Due to evidence linking education and development, funding has been invested in interventions relevant to getting youth into school and keeping them there. This article reports on a systematic review of impact studies of these school enrollment interventions. Reports were identified through electronic searches of bibliographic databases and other methods. To be eligible, studies (1) assessed impact on primary or secondary school enrollment outcomes; (2) used a rigorous design; (3) were conducted in a low- or middle-income nation; (4) included at least one quantifiable measure of enrollment or related outcomes; (5) were available before December 2009; and (6) included data on participants post-1990. A coding instrument extracted data on study characteristics from each report. Standardized mean difference effect sizes were computed for the first effect reported. The sample includes 73 evaluations. The average effect size was positive across all outcomes. However, the results varied. Studies that focused on building new schools and other infrastructure interventions reported the largest average effects. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10