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The problem
Intervention: Tutoring support in math and English, skill-building activities, life-skills awareness sessions, and mentorship by female community mentors meeting with girls after school hours
Who it was tested with: Marginalized adolescent girls who had dropped out of school or were underperforming in secondary schools in three rural districts of Bangladesh.
The same group is measured before the intervention and again afterwards, with a baseline and an endline and sometimes a midline. Change is visible, but other causes cannot be ruled out.
The document states it "describes findings of changes over time attributable to the 'Keeping Girls in Schools' study" with a "two-year period" of implementation, indicating a before-after approach, but the specific findings and outcome direction cannot be determined from this metadata alone.
The metadata does not provide the actual findings, outcome measures, or results from the endline assessment. The study design, baseline and endline data, and whether a comparison group was used are not specified.
Across countries and designs
1 study · 1 country
