中文摘要
我们评估了尼日尔一项为期两年的加速教育项目。我们采用两阶段实验设计：首先在社区层面随机设立速成学校；其次，在受处理社区内，将可用名额随机分配给感兴趣的参与者。该项目影响了教育和学习成果：受处理儿童开始接受初中教育（我们的主要教育结果指标）的比例几乎是原来的三倍，且他们更有可能具备读写和计算能力。然而，项目结束后，大多数儿童仍不具备基本的阅读和数学技能。我们未发现该项目存在溢出效应的迹象。特别是，在终期调查时，受处理社区中的对照组儿童与对照社区中的儿童非常相似。尽管该项目影响了教育和学习结果，但我们发现它对另外五项主要预注册结果——关于适婚年龄和性别平等的观念、幸福感、对暴力的支持，或从事危险工作——均无影响。
Abstract
We evaluate a two-year accelerated education program in Niger. We use a two- phase experimental design where we first randomize the accelerated schools at the community level, and second, within treated communities, we randomize the available slots among interested participants. The program affected education and learning: Almost three times more treated children start lower secondary education (our main educational outcome), and they are more likely to be literate and numerate. Yet, most children still do not have basic reading and math skills after the program. We find no indications of spillover effects of the program. In particular, control children in treated communities are very similar to children in control communities at endline. Despite the effects on educational and learning outcomes, we find no effects on any of our other five main pre-registered outcomes: Beliefs about the appropriate marriage age and gender equality, well-being, support for violence, or engaging in hazardous work.