Secondary school systems in Senegal face challenges related to resource allocation and efficiency. A difference-in-differences model will be applied to assess changes in school performance over time, comparing treated (intervention) and control groups. Initial results suggest an average efficiency gain of 15% in schools implementing new teaching methodologies compared to control schools. The study confirms the efficacy of intervention strategies in improving secondary education quality in Senegal. Policy recommendations include scaling up successful interventions and further research into long-term effects on student performance. Secondary school efficiency, difference-in-differences, educational policy evaluation The empirical specification follows Y=₀+^ X+, and inference is reported with uncertainty-aware statistical criteria.
Sissoko et al. (Sun,) studied this question.