Can Camp Get You into a Good Secondary School? A Field Experiment of Targeted Instruction in Kenya. EdWorkingPaper No. 20-197
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| Title: | Can Camp Get You into a Good Secondary School? A Field Experiment of Targeted Instruction in Kenya. EdWorkingPaper No. 20-197 |
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| Language: | English |
| Authors: | Beth E. Schueler, Daniel Rodriguez-Segura, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2020. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 51 |
| Publication Date: | 2020 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools |
| Descriptors: | Foreign Countries, Developing Nations, Secondary Schools, Grade 8, Secondary School Students, High Stakes Tests, Selective Admission, Resident Camp Programs, Supplementary Education |
| Geographic Terms: | Kenya |
| Abstract: | Access to quality secondary schooling can be life-changing for students in developing contexts. In Kenya, entrance to such schools has historically been determined by performance on a high-stakes exam. Understandably then, preparation for this exam is a high priority for Kenyan families and educators. To increase the share of students gaining entry to these schools, some educational providers offer targeted instruction for students they believe have a chance of securing a spot. We experimentally evaluate the impact of these "symposia" programs--week-long, sleep-away camps where eighth grade students receive a burst of academic instruction from teachers selected based on merit. While similar models have been tested in the U.S., less is known about this intervention in developing settings. Our results suggest these programs are not particularly effective for the average nominated student relative to a typical week of school. However, we find large, positive effects among students attending schools from which few students are nominated for symposia. We provide suggestive evidence that this was because students from low-representation schools had less pre-camp practice test resources outside of school. The results have implications for program design and contribute to the growing literature on the effectiveness of appropriately targeted individualized instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED671033 |
| Database: | ERIC |
| Abstract: | Access to quality secondary schooling can be life-changing for students in developing contexts. In Kenya, entrance to such schools has historically been determined by performance on a high-stakes exam. Understandably then, preparation for this exam is a high priority for Kenyan families and educators. To increase the share of students gaining entry to these schools, some educational providers offer targeted instruction for students they believe have a chance of securing a spot. We experimentally evaluate the impact of these "symposia" programs--week-long, sleep-away camps where eighth grade students receive a burst of academic instruction from teachers selected based on merit. While similar models have been tested in the U.S., less is known about this intervention in developing settings. Our results suggest these programs are not particularly effective for the average nominated student relative to a typical week of school. However, we find large, positive effects among students attending schools from which few students are nominated for symposia. We provide suggestive evidence that this was because students from low-representation schools had less pre-camp practice test resources outside of school. The results have implications for program design and contribute to the growing literature on the effectiveness of appropriately targeted individualized instruction. |
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