@techreport{fdi:010088429,
  title = {{R}ainy days and learning outcomes : evidence from {S}ub-{S}aharan {A}frica},
  author = {{B}ekkouche, {Y}. and {H}oungbedji, {K}enneth and {K}oussihouede, {O}.},
  editor = {},
  language = {{ENG}},
  abstract = {{W}e combined information on daily rainfall at school locations and standardized test scores to study how learning outcomes at primary schools are affected by precipitation during school days in {S}ub-{S}aharan {A}frica. {O}ur results suggest that student test scores are lower in schools that are exposed to more rainy days during the academic year. {S}tudents in locations that had more rainy school days are also more likely to experience grade repetition. {W}e tested the mechanisms through which rainfall affects learning outcomes in our study area and found that teachers are more likely to be absent in locations with more rainy school days. {W}e discuss the implications of these results and draw attention to policy options to mitigate learning loss during rainy school days.},
  keywords = {{AFRIQUE} {SUBSAHARIENNE}},
  address = {{P}aris},
  publisher = {{DIAL}},
  series = {{W}orking {P}aper},
  pages = {29  multigr.},
  year = {2022},
  URL = {https://www.documentation.ird.fr/hor/fdi:010088429},
}