A Systematic Review of the Evidence of the Impact of Eliminating School User Fees in Low-Income Developing Countries
Low education attainment in many low-income developing countries can be attributed in part to the costs families incur when sending their children to public school. In addition to the indirect costs of lost work opportunities for the children, families may cover tuition and exam fees, books and uniforms, and community and parent–teacher association contributions.
These costs require impoverished families to make difficult decisions about which, if any, children to send to school and for how long. Many international development agencies and initiatives have argued for elimination of such fees. But does eliminating them make a difference in education outcomes? What is the evidence?
The authors of this report—WestEd’s Claire Morgan, Anthony Petrosino, and Trevor Fronius—conducted a systematic review of research on fee-related interventions in low-income developing countries that evaluated the elimination of school user fees paid by households.
Eligible studies had to meet the following criteria:
- The evaluation took place in a low-income developing nation as defined by the World Bank at the time of the intervention
- The evaluation assessed the impact of eliminating primary or secondary public or private school fees
The objective of this paper is to answer an important policy question: Does juvenile system processing reduce subsequent delinquency? Cowritten by WestEd's Anthony Petrosino and Sarah Guckenburg with Carolyn Turpin-Petrosino for the Campbell Collaboration, it presents the background, objectives, methodology, and results of this systematic review, as well as a list of references and an appendix.
Interventions in Developing Nations for Improving Primary and Secondary School Enrollment of Children: A Systematic Review
What does it take to get children into school and keep them there? Learn the effects of intervention programs designed to increase school enrollment in developing nations.
There's much talk about using data to inform education decision-making, both in and beyond the classroom. But do educators and education decision-makers understand data and do they know how to use it? This white paper, written by WestEd's Ellen Mandinach and Edith Gummer, examines the landscape of data literacy, based on a meeting of the foremost researchers, professional development providers, and other stakeholders in the field of data-driven decision-making in education.
Subscribe to the E-Bulletin and receive regular updates on research, free resources, solutions, and job postings from WestEd.
Your download will be available after you subscribe, or choose no thanks.