Work

Reducing early secondary school leaving: experimental evidence on information, tutoring, and incentives from Burkina Faso

Year: 2026

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: Despite major gains in primary school enrollment across low- and middle-income countries, secondary school completion remains low. We conducted a randomized controlled trial in Burkina Faso to evaluate the effectiveness of three interventions designed to reduce early secondary school leaving: (i) information on the economic and health returns to education, (ii) tailored tutoring, and (iii) conditional cash incentives. The cash intervention significantly increased school enrollment, any school attendance, and regular attendance, and reduced the total number of school days missed. Tutoring significantly increased school enrollment, while its effects on regular attendance and academic progression were imprecisely estimated. The information intervention generated limited evidence of impacts, with no statistically significant effects on the primary outcome or academic progression and only marginal evidence of an increase in any school attendance. Financial and academic support can help adolescents who left school early re-enroll, but larger studies are needed to identify which interventions most effectively sustain regular attendance.

Source: World Development

DOI: 10.1016/j.worlddev.2026.107535

Authors: Jan-Walter De Neve, Somkeita Pascal Zabré, Günther Fink

Institutions: Heidelberg University, San Diego State University, Centre de Recherche en Santé de Nouna, Swiss Tropical and Public Health Institute, University of Basel

Language: English

Topic: Poverty, Education, and Child Welfare

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, No poverty, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $5,895