to capture spillover effects that are both generated and experienced by eligibles. Second, a sampling rate of less than 100% pushes down treatment saturations within the entire eligible population relative to those assigned within the study sample. Because this study featured a high overall sampling rate of 68%, the true saturations are only slightly lower than the assigned. The correlation coefficient between the assigned and true saturations at the EA level is 0.86, while the assigned saturations are completely orthogonal to the sampling weights with a correlation coefficient of 0.03. The actual saturation experiment is thus dampened by one-third from the assigned experiment. To recover marginal effects in the correct units of the true saturation, we instrument for the true saturations with the assigned.

Our analysis utilizes data from three sources. First, the annual SIHR Household Survey provides three rounds of data (baseline, 12-month follow-up, and 24-month follow-up). This survey provides data on the core respondent’s marital status and fertility, as well as her network of friends. Second, we visited the schools of all study participants, who reported being enrolled in school during the 12-month follow-up interviews, and collected data on their enrollment and attendance directly from their schools.<sup>36</sup> Finally, to obtain an objective measure of learning, we administered independent tests for English, mathematics, and cognitive skills to study participants in their homes at the 24-month follow-up. The tests were developed by a team of experts at the Human Sciences Research Council according to the Malawian curricula for these subjects for Standards 5-8 and Forms 1-2.<sup>37</sup> The outcomes used in the empirical analysis, then, are enrollment, average test scores, and self-reported marriage and pregnancy.

Table 1 shows balance tests with the same specifications to be used in the analysis of spillover effects. All results are shown separately for CCTs and UCTs, providing crosssectional baseline comparisons at the individual level while clustering standard errors at the EA level to account for the design effect. The set of 10 variables for which we examine baseline balance between various treatment groups is the same set reported in Baird, McIntosh and ̈Ozler (2011). Panel A shows the simple balance tests; the spillover sample is generally similar to the pure control at baseline. In Panel B we include linear these slope terms, meaning that the top half of Panel B tests for the difference of the 0% saturation (observed in the CCT, extrapolated in the UCT) from the pure control. This provides falsification for the intercept and slope terms to be used in the saturation analysis. Overall the experiment appears well balanced.

> 36 While a school survey was also conducted at the 24-month follow-up, this was done only for a random sub-sample of study participants due to budget constraints. Hence, the outcome variable of number of terms enrolled goes from a minimum of zero to a maximum of three an indicator of school attendance during the first year of the program.

> 37Primary school in Malawi is from Standard 1 to 8, while secondary school is from Form 1 to 4.

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