**Table I:** Program impacts on education and learning (beneficiaries)

# <u>Panel A:  Baseline Dropouts</u>

||High|est Grade C|ompleted|English Test<br>Score<br>(Standardized)|TIMMS Math<br>Score<br>(Standardized)|Non-TIMMS<br>Math Score<br>(Standardized)|Cognitive Test<br>Score<br>(Standardized)|Competencies<br>Score<br>(Standardized)|
|---|---|---|---|---|---|---|---|---|
||During<br>Program|End of<br>Program|Two Years<br>After Program||End of|Program||Two Years<br>After Program|
||(1)|(2)|(3)|(4)|(5)|(6)|(7)|(8)|
|=1 if Conditional Schoolgirl|0.579***|0.558***|0.621***|0.079|0.147***|0.116|0.163**|0.064|
||(0.073)|(0.102)|(0.125)|(0.071)|(0.056)|(0.072)|(0.070)|(0.057)|
|Mean in Control Group|6.345|6.967|6.997|0.000|0.000|0.000|0.000|0.000|
|Sample Size|697|718|744|704|704|704|704|742|
|Panel B: Baseline Schoolgirls|||||||||
|=1 if Conditional Schoolgirl|0.078|0.126*|0.120|0.148***|0.136**|0.068|0.181***|0.065|
||(0.090)|(0.069)|(0.080)|(0.056)|(0.069)|(0.063)|(0.050)|(0.058)|
|=1 if Unconditional Schoolgirl|0.122|0.103|0.095|-0.068|-0.027|0.026|0.094|0.098|
||(0.109)|(0.121)|(0.129)|(0.090)|(0.106)|(0.090)|(0.129)|(0.067)|
|p-value UCT vs. CCT|0.708|0.854|0.850|0.035|0.157|0.657|0.514|0.630|
|p-value Treatment|0.469|0.174|0.309|0.021|0.118|0.560|0.002|0.297|
|Mean in Control Group|8.590|9.677|10.415|0.000|0.000|0.000|0.000|0.000|
|Sample Size|1,965|2,019|2,049|2,000|2,000|2,000|2,000|2,048|

_Notes:_ Regressions are OLS models with robust standard errors clustered at the EA level. All regressions are weighted to make them representative of the target population in the study EAs. The cognitive test score is based on Raven’s Colored Progressive Matrices. Math and English reading comprehension tests were developed based on the Malawian school curricula. Five questions (four from the Fourth Grade test and one from the Eighth Grade test) from Trends in Mathematics and Science Study (TIMMS) 2007, which is a cycle of internationally comparative assessments in mathematics and science carried out at the fourth and eighth grades every four years, were added to the math test. Competencies represent a set of skills that were anticipated to be sensitive to education and relevant for non-formal employment. The skills tested included reading and following instructions to apply fertilizer; making correct change during hypothetical market transactions; sending text messages and using the calculator on a mobile phone, and calculating profits under hypothetical business scenarios. All test scores and the competency index were standardized to have a mean of zero and a standard deviation of one in the control group. Baseline values of the following variables are included as controls in the regression analyses: age indicators, stratum indicators, household asset index, highest grade attended, an indicator for never had sex, and whether the respondent participated in the pilot phase of the development of the testing instruments. We restrict the sample to respondents who were surveyed during the latest household survey conducted two years after the program (Round 4). Note that in Rounds 2 and 3, highest grade _completed_ is actually highest grade _attended._ Parameter estimates statistically different than zero at 99% (***), 95% (**), and 90% (*) confidence.