@article{discovery10139817,
           month = {November},
            year = {2022},
          number = {4},
           pages = {573--812},
           title = {Targeted and multidimensional approaches to overcome inequalities in secondary education for adolescent girls: The impact of the Campaign for Female Education (CAMFED)'s programme in Tanzania and Zimbabwe},
       publisher = {University of Chicago Press},
          volume = {66},
            note = {This version is the version of record. For information on re-use, please refer to the publisher's terms and conditions.},
         journal = {Comparative Education Review},
          author = {Rose, P and Sabates, R and Delprato, M and Alcott, B},
             url = {https://doi.org/10.1086/721849},
        abstract = {In many low- and lower-middle-income countries, key barriers to girls' secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.},
            issn = {0010-4086}
}