In this paper, we assess the effect of a dismissal abolition policy on dropout rates in junior secondary schools in Benin. The policy, introduced in 2013, aimed to prevent students from being excluded from public school because of poor academic performance and thereby improve school retention. The study examines whether the policy affected dropout of public school and whether its effect differs by gender. Using school-level and student-level information covering the pre- and post-policy periods, the analysis implies a Difference-in-Differences (DiD) framework. Several specifications are estimated progressively controlling for student characteristics, household wealth index, age, and subsidy receipt, with school fixed-effects used to account for time invariant differences across schools. Gender heterogeneity is further examined using a triple-differences (DDD) specification. The results show a positive and statistically significant DiD estimate in baseline specification, suggesting that dropout rate of public school increased relative to the private school following the policy. However, the estimated effect declines substantially after controlling for student characteristics and becomes statistically insignificant when school fixed-effects are introduced. Gender-decomposition estimates reveal a larger positive baseline association for girls than for boys, but these effects also disappear in the school fixed-effects specifications. Moreover, the triple-interaction estimates are positive but statistically insignificant, indicating no statistically robust evidence that the policy affected girls and boys differently. Age is consistently and positively associated with dropout, whereas receiving a subsidy is strongly associated with lower dropout rates. Overall, the findings suggest that the abolition of dismissal did not generate a robust causal change in dropout once observable characteristics and persistent school-level heterogeneity are considered. The results highlight the importance of complementary policies addressing financial constraints, delayed progression, and school-specific barriers. Preventing dismissal alone may therefore be insufficient to improve student retention, emphasizing the need to combine progression reforms with financial and academics support mechanisms.
Dismissal Abolition and Student Dropout
Evidence from Benin, Using Difference in Differences Model
- Sénadé Innocent Adjahouto