The educational impacts of cash transfers in Tanzania

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dc.creatorEvans, David K.
dc.creatorGale, Charles
dc.creatorKosec, Katrina
dc.date2023-02
dc.date2023-03-23T19:34:43Z
dc.date2023-03-23T19:34:43Z
dc.date.accessioned2026-06-27T15:44:50Z
dc.descriptionCash transfers boost educational outcomes for poor children on average, but which aspects of educational performance are most responsive and which poor children benefit the most? This study examines the educational impacts of cash transfers, drawing on a randomized, community implemented conditional cash transfer program targeted to poor households in Tanzania. On average, being assigned to receive transfers significantly improves children’s likelihood of having ever attended school (by between 4 and 5 percentage points), with suggestive evidence that this is driven by more age-appropriate enrollment for the youngest children. However, school attendance and primary school completion remain unaffected on average. Girls and boys benefit similarly, and only students with stronger initial educational performance experience increases in primary completion rates.
dc.identifierhttps://hdl.handle.net/10568/129755
dc.identifier.urihttp://hdl.handle.net/123456789/113466
dc.languageen
dc.publisherElsevier
dc.rightsOpen Access
dc.sourceEvans, David K.; Gale, Charles; and Kosec, Katrina. 2023. The educational impacts of cash transfers in Tanzania. Economics of Education Review 92 (February 2022): 102332. https://doi.org/10.1016/j.econedurev.2022.102332
dc.subjectcash transfers
dc.subjecteducation
dc.subjectchildren
dc.subjectpoverty
dc.subjectgender
dc.titleThe educational impacts of cash transfers in Tanzania
dc.typeJournal Article

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Instituto Internacional de Investigación sobre Políticas Alimentarias (IFPRI)