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See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/279527377 Three Essays in the Economics of Education Thesis · March 2015 CITATIONS 0 READS 1,203 1 author: Some of the authors of this publication are also working on these related projects: School grants impact evaluation View project Doctoral dissertation View project Oswald Koussihouèdé UNESCO International Institute for Educational Planning 12 PUBLICATIONS 13 CITATIONS SEE PROFILE All content following this page was uploaded by Oswald Koussihouèdé on 10 January 2016. The user has requested enhancement of the downloaded file. Three Essays in the Economics of Education Oswald Koussihouede To cite this version: Oswald Koussihouede. Three Essays in the Economics of Education. Economies and ﬁnances. Universit´ e Gaston Berger, 2015. English. <tel-01150504v2> HAL Id: tel-01150504 https://hal.archives-ouvertes.fr/tel-01150504v2 Submitted on 13 May 2015 HAL is a multi-disciplinary open access archive for the deposit and dissemination of sci- entiﬁc research documents, whether they are pub- lished or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destin´ ee au d´ epˆ ot et ` a la diﬀusion de documents scientiﬁques de niveau recherche, publi´ es ou non, ´ emanant des ´ etablissements d’enseignement et de recherche fran¸ cais ou ´ etrangers, des laboratoires publics ou priv´ es. Copyright Université Gaston Berger Ecole Doctorale des Sciences de l’Homme et de la Société Unité de Formation et de Recherche en Sciences Economiques et de Gestion Three Essays in the Economics of Education Thèse présentée et soutenue publiquement le 13 Mars 2015 Pour l’obtention du grade de Docteur en sciences économiques Par: Oswald Koussihouèdé Jury: Mouhamadou Fall, Président, Université Gaston Berger, Sénégal Tanguy Bernard, Rapporteur, Université de Bordeaux, France Christian Monseur, Rapporteur, Université de Liège, Belgique Costas Meghir, Encadreur, Université Yale, Etats-Unis Adama Diaw, co-Encadreur, Université Gaston Berger, Sénégal L’Université Gaston Berger n’entend donner aucune approbation ni impro- bation aux opinions émises dans cette thèse. Ces opinions doivent être con- sidérées comme propres à leur(s) auteur(s). ii To Rachel-Sylviane, Emmanuelle and Théana, iii Acknowledgments I would like to acknowledge everyone who made this project possible. I could not have accomplished this without the support of my advisor, Professor Costas Meghir, and of my co-advisor, Professor Adama Diaw. Thanks for helping guide my path to the club. My recognition also goes to Tanguy Bernard, Christian Monseur and Mouhamadou Sall who kindly accept to be part of the thesis committee. I have beneﬁted from the valuable comments of participants at the research seminars organized in Abomey-Calavi (Benin) by the Institute for Empirical Research in Politi- cal Economy and in Kinshasa (Democratic Republic of Congo) by the Higher Institute of Statistics. Suggestions at the training workshops organized by the African Growth Development Policy Modeling Consortium in Dakar (Senegal) were very helpful. I thank the coauthors of the ﬁrst chapter for both beneﬁcial collaboration and useful discussions. I am very appreciative to Bruno Abilou, Printys Assèdé and his family, Norbert As- sogba, Mame Cheikh Diop, Susan Godlonton, Eudes Hounkpodoté, Hilaire Hounkpodoté, Jacques Boureima Ki (General Secretary of CONFEMEN), Guy Lacroix, Nathalie Lahire, Alessandra Mattei, Samba Mbaye, Damien Mèdédji, Meskerem Mulatu (Lily), Alain- Patrick Nkengne Nkengne and Bassile Zavier Tankeu for their encouragements, thought- ful comments, suggestions or other help provided at various stages of this project. I remain responsible for all errors and views expressed in this document. Word cannot express the gratitude I owe my whole family for always showing me kindness and support during these years. To my father, the one who taught me that life is hard, so I have to work harder, I owe my deepest esteem. To Rachel-Sylviane, Emmanuelle and Théana, who, during these long years, kept asking me when I was going to be ﬁnished – this round is completed! iv Contents Dedications iii Acknowledgments iv List of Tables vii List of Figures xi General Introduction 1 1 Decentralizing Education Resources: School Grants in Senegal 9 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1.2 Description of the programme and evaluation . . . . . . . . . . . . . . . 11 1.3 Data and balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1.4 Empirical approach and inference . . . . . . . . . . . . . . . . . . . . . . 20 1.5 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 1.6 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 2 Estimating the Causal Eﬀect of School Size on Educational Attainment 40 2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 2.2 School size in the learning process . . . . . . . . . . . . . . . . . . . . . . 43 2.3 Data and attrition patterns . . . . . . . . . . . . . . . . . . . . . . . . . 44 2.4 School size and school quality in Senegal . . . . . . . . . . . . . . . . . . 45 2.5 Empirical approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 2.6 Results and discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 2.7 Sensitivity analyses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 2.8 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 v 3 An Extended Speciﬁcation of the Three-Level Linear Model 79 3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 3.2 A review of multilevel modelling of test scores on PASEC’s data . . . . . 81 3.3 Data and construction of variables . . . . . . . . . . . . . . . . . . . . . . 85 3.4 Empirical approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 3.5 Results and discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 3.6 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 General Conclusion 105 Bibliography 108 Appendix A Supplement to Chapter 1 127 Appendix B Supplement to Chapter 2 158 Appendix C Supplement to Chapter 3 208 vi List of Tables 1.1 Baseline Descriptive Statistics and Balance, Grade 2 . . . . . . . . . . . 17 1.2 Programme Impacts on Grade 3 Test Scores . . . . . . . . . . . . . . . . 22 1.3 Programme Impacts on Grade 3 Test Scores by Baseline Ability . . . . . 30 1.4 Programme Impacts on Grade 3 Test Scores by Region . . . . . . . . . . 31 1.5 South-North Diﬀerences in Test Performance, Second-Third Grades . . . 33 1.6 South-North Diﬀerences in Grade 3 Household and Project Characteristics 35 1.7 Programme Impacts on School Characteristics by Region, First Follow-up 37 2.1 Estimated ATE and ATET with the Doubly Robust Method by Grade . . 63 3.1 Sample Size uploads/Litterature/ three-essays-in-the-economics-of-education.pdf