Abstract
This study evaluates the impact of financial aid on pupils’ academic achievement in French-speaking sub-Saharan African countries, with a focus on mathematics and reading outcomes. Persistent disparities in educational performance, particularly among disadvantaged students and schools, underscore the need to understand how financial support can influence learning. The analysis applies propensity score matching to compare pupils in schools receiving local community support with those in schools without such support. This method ensures that observed differences in outcomes are attributable to financial aid rather than pre-existing differences between students or schools.
The findings indicate that financial aid significantly enhances learning outcomes. Beneficiaries of such support achieve higher scores in both mathematics and reading. The effects vary by gender and type of school: girls tend to benefit more in mathematics, while boys show greater gains in reading; private and community schools experience larger improvements compared with public schools. These results suggest that targeted financial support can meaningfully improve educational achievement, particularly when adapted to the specific needs of schools and students.
The study provides evidence for policymakers on effective resource allocation to reduce achievement gaps and promote equitable access to quality education. By highlighting the differential effects of financial aid, the research contributes to strategies aimed at improving learning outcomes and addressing educational inequalities across sub-Saharan Africa.