Table 3: Parental Investment and Behavior

||Engage at School|Manage School R|esources|Engage With Child|Overall Index|
|---|---|---|---|---|---|
|||Panel A:|First Ex|periment||
|API Original|0.198|-0.135||0.149|0.101|
||[0.259]|[0.415]||[0.399]|[0.580]|
||_{_0.261_}_|_{_0.422_}_||_{_0.399_}_|_{_0.578_}_|
||(0.338)|(0.511)||(0.511)|(0.511)|
|Number of clusters|73|73||73|73|
|Observations|208|208||208|208|
|||Panel B:|Second E|xperiment||
|API Original|-0.188|-0.124||0.167|-0.034|
||[0.049]|[0.176]||[0.015]|[0.684]|
||_{_0.058_}_|_{_0.197_}_||_{_0.015_}_|_{_0.630_}_|
||(0.067)|(0.205)||(0.021)|(0.704)|
|API Plus|0.217|0.087||0.353|0.359|
||[0.034]|[0.344]||[0.001]|[0.001]|
||_{_0.037_}_|_{_0.247_}_||_{_0.001_}_|_{_0.001_}_|
||(0.055)|(0.388)||(0.001)|(0.002)|
|API Original = API Plus|[0.001]<br>_{_0.001_}_|[0.056]<br>_{_0.056_}_||[0.029]<br>_{_0.158_}_|[0.001]<br>_{_0.001_}_|
||(0.002)|(0.036)||(0.036)|(0.001)|
|Number of clusters|224|224||224|224|
|Observations|1045|1045||1045|1045|

_Notes_ : This table shows OLS estimates and the associated _p_ -values on survey-based measures of parental behavior measured after two years of exposure to the API program. Panel A refers to the first experiment run by the government. Panel B refers to the second experiment designed and implemented by the authors in collaboration with the government. For detailed descriptions of the individual components of the summary measures of parental engagement used in this table, see Appendix A.2. _p_ -values reported in brackets refer to the conventional asymptotic inference. _p_ -values reported in braces are computed using randomization inference (randomization- _t_ ). _p_ -values reported in parentheses are adjusted for testing each null hypothesis (null impact of API _Original_ , API _Plus_ , and the comparison) for the two different families of outcomes through the stepwise procedure described in Romano and Wolf (2005a,b, 2016). All _p_ -values account for clustering at the school level.

# (see also Table 5).<sup>10</sup>

Overall, the results presented in these two sections show that the API intervention had differential impacts according to the training received by the mentors. While the _Original_ modality does not significantly boost any of the outcomes of interest across two independently run field experiments, the _Plus_ modality is shown to generate sizable average effects on children’s cognitive and socio-emotional scores, on schooling attainment, as well as on parental engagement toward their children’s education. In the next section, we leverage de-

> 10We also estimate the impacts of both the _Original_ and _Plus_ modalities for each of the individual measures of the parental behavior collected in the survey that have been aggregated in the summary measures displayed in Table 3. Table B-9 reports he results, which are broadly comparable to the estimates discussed in the text. They show large and significant effects for the _Plus_ modality on food donations to the instructors, the management of the school resources, help with homework, enrolling their children in extra-curricular activities, expecting their children to complete secondary education or more, and meet periodically with the instructor.

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