Long-term follow-up outcomes were obtained from a two-phase, student tracking exercise at the beginning of the 2014 academic year, corresponding with the study cohort’s fourth year of secondary school and their first year of senior secondary school. In Phase I, the school participation status of the study sample was collected through Lagos Ministry of Education student record verification requests. In Phase II, enumerators used phone numbers collected during the baseline survey to call missing students. This strategy was augmented by visits to schools where enumerators interviewed head teachers and teachers. These two data sets were combined, giving priority to Phase II information in cases with conflicting information. Eighty-nine percent of the original sample of students were successfully traced.

## **2.2 Student Profile**

Baseline student characteristics and balance across treatment arms are reported in Table 1. Balance across the information treatment arms is reported in Table 2. The average age of our sample at baseline is 13 years. Approximately half the students are male and 14.7 percent were repeating their current grade. For 30.6 percent of students, the father has more than secondary education and for 17 percent, the mother had more than secondary education. Nearly all students come from households with electricity connections (95.4 percent) but the frequency of electricity outages is high. A large share of students (35.0 percent) have mobile phones but very few (2.4 percent) have email addresses.

Despite ongoing government programs for textbook provision to public schools, a significant share of students did not have textbooks at baseline. The share of students who reported owning textbooks in English and Math is 38.3 and 35 percent, respectively. However, more students report usage than actual ownership of textbooks. Around 74 percent and 71 percent of students claimed to have used English and Math textbooks at least twice in the last seven days, respectively. Students’ self-reported interest in extra-curricular reading appears to be high. Roughly half of the students claimed to enjoy reading newspapers and magazines (50.1 and 40.4 percent, respectively).

Student attrition during the experiment is reported in Table 3. Eleven percent of students attrited between baseline and endline. Attrition is unbalanced between treatment (9.3 percent) and control groups (13.6 percent). Within treatment groups, student attrition is somewhat higher in the T2 group relative to the T1 and T3 groups. Attrition is primarily driven by student unavailability at endline, either due to transferring schools or travel and health-related absence during the endline workshop.

# **3. Empirical Strategy**

Our empirical strategy exploits random assignment to estimate the causal effect of being assigned to each of the treatment groups, on the outcomes of interest. Results are derived from OLS regressions of outcomes of interest on indicators for assignment to treatment groups: coefficients reflect how much an outcome of interest, e.g. change in test scores, differs between students that are assigned into treatment group(s) and those that are assigned into the control. We estimate the following specification: Outcome� �β� � Σβ�Treat� �λX� � ε� (1) 7