COLLEGE OF FINANCE, MANAGEMENT AND DEVELOPMENT

DEPARTMENT OF DEVELOPMENT ECONOMICS

Impact of School Feeding Program on the Academic Performance of
Student at Yeka Sub City, Addis Ababa

By
Azemeraw Lssan Wubejg
Advisor: Zelalem Ejigu (PhD)

June, 2023
Addis Ababa, Ethiopia
 Thesis summation
Thesis summited to Ethiopian Civil Service University College
of Finance, Management and Development, Department of
Development Economics.

In partial fulfillment of the Requirements for award Master’s

Degree in development Economics.
 Ethiopian Civil Service University
College of Finance, Management and Development
Department of Development Economics
Declaration
I Azemeraw Lssan Wubejg declared that this thesis is my original work and that was not been
presented fully or in partially by any other body person for an award of degree in any other
institution, college / university. All the materials and source sorted are duly acknowledged.

Azemeraw Lssan Wubejg signature ……. Date …….

This thesis is submitted for final examination with my approval

Advisor: Zelalem Ejigu (PhD) signature ……… Date ……

I
 Approval of thesis
The undersigned suggest that Ethiopian Civil Service University accept the thesis that Azemeraw
Lssan Wubejg has presented, and they hereby approve or certify that they have read it. In order
to partially fulfillment the requirements for the award of a master's degree in development
economics this paper is titled The Effect of School Feeding Program on the Students' Academic
Performance at Addis Ababa City Yeka Sub City Public Primary School.

Advisor, Zelalem Ejigu (PhD)

Signature ……. Date ………

Name of internal examiner ………………………

Signature ………… Date …………

Name of external examiner ……………………

Signature ……. Date ………..

Name of department head ……………………………………..

Signature ………….. Date …………….

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 Acknowledgement
First of all I would like to Thanks almighty God to his love and blessing throughout my research
work and in my life at all. Also i would like to my deepest and sincere gratitude my advisor Dr
Zelalem Ejigu for his encouragement, scholarly and professional guidance and advice until the
accomplish of the research paper . Without his guidance and advised it have been impossible to
succeed.

I would like to extend my heartfelt thanks to my family this is the result of your effort and
unlimited support. I want to express my sincere gratitude to my friends for helping me in every
manner they could. Words cannot express how I grateful. You have been excellent friends in a
need.

Finally I would like to express my gratitude to all those who work in the administration of Yeka
Sub City, Wearda 9, Wearda 11, and Wearda 12, in particular the education office staff
employees and the head teachers and teachers of Wondrad, Kotebe, Kara Alo, and Birhane
Hiwot Primary Schools.

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Table of contents

........................................................................................................................................................................I
Declaration......................................................................................................................................................I
Approval of thesis.........................................................................................................................................II
Acknowledgement.......................................................................................................................................III
Table of contents..........................................................................................................................................IV
List of Acronyms......................................................................................................................................VII
Abstract.....................................................................................................................................................VIII
CHAPTER ONE............................................................................................................................................1
1. INTRODUCTION...............................................................................................................................1
1.1 background of study......................................................................................................................1
1.2 Problem of statement.....................................................................................................................2
1.3 General objective...........................................................................................................................3
1.4 Significance of the Study...............................................................................................................4
1.5 Scope of the Study.........................................................................................................................4
1.6 Limitations of the study.................................................................................................................5
1.7 Ethical Consideration.....................................................................................................................5
1.8 Structure of the Study....................................................................................................................5
CHAPTER TWO...........................................................................................................................................6
2. LITREATRE REVIEW.......................................................................................................................6
2.1. Theoretical review........................................................................................................................6
2.2 international perspective on school meals......................................................................................6
2.3 School feeding and nutrition..........................................................................................................7
2.4 School feeding and economic implications....................................................................................8
2.5 Empirical reviews of literature.......................................................................................................9
2.6 Enrolment and school meal............................................................................................................9
2.7 Class attendance and school meal..................................................................................................9
2.8 Student dropout and school meal.................................................................................................10
2.9 Student learning activity involvement and school meal...............................................................10
2.10 Ethiopia’s school meal experience.............................................................................................10

IV
 2.11 school feeding program in Addis Ababa city.............................................................................11
2.12 Conceptual framework...............................................................................................................11
CHAPTER THREE.....................................................................................................................................13
3. METHEDOLOGY OF THE STUDY................................................................................................13
3.1 Study area....................................................................................................................................13
3.2 Data type......................................................................................................................................13
3.3 Sampling Techniques...................................................................................................................13
3.4 Determination of sample size.......................................................................................................14
3.5 Data collection instrument...........................................................................................................16
3.6 Methods of data analysis..............................................................................................................16
3.7 Methods using Propensity score matching (PSM).......................................................................16
3.8 Procedures of propensity score estimation...................................................................................17
3.9 Model Specification.....................................................................................................................17
3.10 Average treatment effect (ATE)................................................................................................18
3.12 Propensity score matching techniques.......................................................................................19
3.13 Sensitivity analysis....................................................................................................................20
3.14 Definition of variables...................................................................................................................21
3.14.1 Dependent Variable................................................................................................................21
CHAPTER FOUR........................................................................................................................................22
4. ANALYSIS OF DATA FUNDING...................................................................................................22
4.1 Introduction.................................................................................................................................22
4.2 Reliability of data........................................................................................................................23
4.3 Descriptions of respondent student by their school and types of participation of feeding............23
4.4 descriptive statistics of student average score by participant of feeder and not participant..........26
4.5 Estimation of result 4.5.1 Propensity Score Matching Distribution.............................................28
4.6 Testing balance of propensity score and covariate.......................................................................30
4.7 Algorisms of Matching................................................................................................................31
4.8 sensitivity analysis.......................................................................................................................33
CHAPTER FIVE.........................................................................................................................................34
5. CONCLUDING REMARKS AND RECOMMENDATIONS..........................................................34
5.1 concluding remarks......................................................................................................................34
5.2 Based on findings, the study recommends the following points..................................................34
Reference.....................................................................................................................................................36

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Appendix A Questionnaire..........................................................................................................................37
Appendix 1 ATT on academic achievement.........................................................................................41
Appendix 2 ATT on attendance rate............................................................................................................41
Appendix 3 summary of variables by sort.................................................................................................42
Appendix 4 logit model of participant........................................................................................................43
Appendix 5 probit regression model of covariate......................................................................................45
Appendix 6 test of sensitivity output.........................................................................................................46

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VII
 List of Acronyms
ATT Average Treatment on treated
CDF cumulative distribution function
E.C Ethiopian Calendar
FDRE Federal democratic Republic of Ethiopian
FFE Food for Education
FPC finite population correction
GTP Growth and Transformation Plan
HGSFP Home grown school feeding program
HICES household income, consumption, and expenditure survey
ML maximum likelihood
MOE Ministry of Education
PSM Propensity Score Matching
SDG Sustainable Development Goals
SDP Education Sector Development Program
SFP School food Program
SPSS Statistical Package for Social Sciences
UN United nations
WFP world food program

VIII
 Abstract
School feeding is distribution of meal to pupils at school or giving food to children at school. In
order to reduce food insecurity, boost quality of education, and ultimately improve health
outcomes, school feeding program (SFPs) is a crucial initiative. The study sought to determine
the impact of the school feeding program on children' academic performance at Yeka sub city
public primary schools in Addis Ababa. Simple random sampling techniques were employed in
this study to choose five public primary school from thirteen elementary public school in Yeka
sub city and representative sample student from total student in city of Yeka. The research design
for the study is both explanatory and descriptive. 336 sample students were chosen from five
public elementary schools, of whom 206 sample students participated in the school food program
and the remaining 130 sample students did not. There are 574 teachers in five randomly chosen
public primary schools; of these, 138 teachers are chosen at random to measure how much each
kid participates in class activities like homework, group work, and interactions with peers and
teachers. Propensity score matching methods were hired in order to accomplish the research
objective. The study's key finding is that school feeding program have a favorable impact on
students' academic performance and attendance in class. The report concluded by advising all
interested parties, especially the ministry of education, to deliberate on the school feeding
program to ensure its effectiveness and sustainability and to broaden the feeding program
throughout the entire nation.

Key words: School Feeding Program; Academic achievement; willingness of student

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 CHAPTER ONE
1. INTRODUCTION
1.1 background of study
In many terrible households, hunger has been a barrier to participation of student at school. A
hunger-stricken child is now not only unable to enroll in school at the right age but additionally
cannot attend true even if enrolled (Mkanyika, 2014). Douben (2006) also noted that children are
additionally probably to cease school because they have to deal with their on the spot subsistence
needs earlier than they get equipped for schooling. Thus, low school enrollment, low type
attendance and high pupil drop-outs are habitual three problems in infant education among
terrible households specifically in areas of high food insecurity. Due to the fact of these reasons,
the stage of education attainment has additionally been low in many growing international
locations although both non-public and social returns to education are diagnosed to be high
(Adelman, Gilligan & Lehrer,2009)

When students are in empty stomach or hungry, possibilities that they will attend school are
limited, and except education, their probabilities of breaking the poverty barrier are considerably
reduced (DoH 2005, WFP 2006). DoH (2005) also stated that school children are in particular
inclined to short-term hunger, especially the place diets of poor-quality meal are consumed.
Factors such as the long distances youngsters walk to school, having to whole chores before
going to college and terrible excellent and volume of meals ate up at home, contribute to hunger
in faculty children. Grantham McGregor (2005) indicated that though a infant maybe at school,
he may not pay interest to a mastering task if he is hungry. Even if there is a balance between the
exceptional of instructing and the child’s capacity to learn, the true time spent on the project is
probably the most imperative issue of learning. Relieving a child’s hunger may also enhance his
capability to pay attention and thereby facilitate learning. According to the United Nations (UN)
and World Food Program, 66 million who are the most important school age young people go
hungry every day out of which 23 million hungry youngsters are in Africa (World meals
Program 2009)

There are a variety of young people who live in food insecure areas that wishes feeding assist at
schooling time (World Food Program, 2008). According to Newer (2012); 60 million adolescents

1
go to school hungry each and every day in developing countries. Policy makers, neighborhood
and global groups use one of a kind interventions to goal quite a number organizations within a
population thru social security nets to tackle the problem of hunger and malnutrition. Food for
Education (FFE) is one of the interventions to address such issues (Lawson, 2012). School
Feeding Program as a form of protection pupils from malnutrition has additionally countless
academic benefits. According to Bundy et al., (2009) , school feeding helps increasing students
attendance rate, cognition, enrollment rate, retention fee and tutorial achievement. Since 2008, a
number of countries have scaled up their countrywide School Feeding Programs, indicating
multiplied demand for these safety nets. School-attending adolescents who are beneficiaries of
the national feeding software in decrease middle-income nations have a percentage of 49 percent,
while the coverage in low-income countries is 18 percent. Ethiopia is among the least three
countries in college feeding application insurance (WFP, 2013). In 2015, the Ethiopian School
Feeding Program can reach 10.2% of the whole school age adolescents live in food insecure
areas (MOE, 2015).

In 2009, the World Food Program was moving away from a undertaking approach to integrate
school feeding packages into the wider device of government policies in the training and social
safety sectors. The coverage protected a renewed emphasis on government possession by using
focusing on strong nearby procurement, hyperlink with smallholder farming and a dedication to
extra nutritious food baskets. This emphasis will create the modality which is known as Home
Grown School Feeding Program (HGSFP) (WFP, 2013). HGSFP centered to increase children’s
college performances such as attention, attendance, enrollment and retention charge (Bundy et
al.; Songa, 2011)

1.2 Problem of statement

When children no longer need to worry about food, they can concentrate on their lessons. With
enough food to learn and thrive, they are more likely to stay in school longer. When food is
available at school, attendance rates increase significantly. Parents are more inclined to send
their children because they know their children will get at least one solid meal during the day,
and it will add savings to the family budget. In emergencies or protracted relief operations,
school feeding is extremely important in several ways. Firstly, the feeding is a critical source of

2
nutrition for children. Secondly, the school provides a healthier emotional environment for
children whose normal lives have been disrupted; and allows schooling to continue during a
period when precious school time would otherwise be lost. It's on this premise that the researcher
sought to establish whether free feeding has any impact on academic performance of student.

The effect of malnutrition and food insecurity on school participation is assessed through
specific researchers. Belachew, Hadley, Lindstrom, Gebremariam, Lachat & Kolsteren (2011),
examined the extent of food insecurity influences school attendance & educational attainment of
young people in Jimma zone. The research printed that food insecure children were absent from
school in contrast with their food tightly closed peers. Another learn about has proven that
undernourishment of students has bad impact on their average score and grade level,
reminiscence and attention, school activities in addition to interaction with their instructors and
friends at school. The beneath nourishment of the students was once substantially associated with
earnings and occupation of the parents, household measurement and sex of the house hold head.
The gap of the research are not assessing students participation such as doing homework actively
and willingness to go to school due to the fact of meal at school As part this, contribution to fill
the gap to evaluate the impact of school feeding program on students participation, doing their
homework actively and willingness of education to go to school because of food at school. There
is a notable void in the analysis of SFP's effects in urban contexts, particularly in Addis Ababa,
where the SFP is being imposed with specific characteristics as opposed to the universal SFP
mechanism imposed throughout the country. As a result, this investigation has attempted to
assess how SFP, which provides meals to schools in Yeka Sub City, affects the ability of pupils
to attend class. To close the aforementioned gaps, researchers have come up with empirical data-
based information about the applicability and efficacy of SFP, which is used to support
programmatic initiatives and policy discussions aimed at ensuring sustainability and extending
SFP to a number of regions across the entire country.

1.3 General objective

The general purpose of this study is to evaluate how the school feeding program effects
academic achievement of elementary students Yeka sub city, Addis Ababa.

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1.3.1 Specific objectives
 To evaluate the impact of the school feeding program on the academic
performance of students in the Yeka sub-city.
 To determine the impact of the school food program on student active
involvement, homework completion, class participation, and willingness to attend
school in Yeka Sub City.
 To evaluate the impact of school meal on student attendance and dropout rates,
in the yeka sub city

1.4 Significance of the Study

In Addis Ababa the school feeding programs was started before two year ago , its effect on
academic achievement, participation ,doing homework, classwork actively and willingness to
go to school is not assessed yet . Since one of SFP's main goals is to get kids in school and out
of hunger, it also aims to enhance academic performance, retention rates, and attentiveness. One
of the main goals of the social work profession is to take action to improve the wellbeing of
vulnerable groups in society; as a result, the researcher thinks that studying SFP can assist
generalist social workers and school social workers in engaging in practice, education, policy,
and research issues related to the implementation of program that target vulnerable
schoolchildren. Additionally, the research might provide helpful criticism for SFP implementers
and other interested parties to increase the program's efficacy. The study's findings would also
give future researchers, those drafting educational policy, and those implementing school
nutrition program scale up , modify and change the modality and expanding programs of school
feeding in a whole nations of Ethiopian.

1.5 Scope of the Study

The purpose of the study is to determine how SFP affects academic performance and willingness
to go to school and doing homework and classwork actively from the period 2021/22 to 2022/23.
The research used both primary and secondary data for the academic achievement ,willingness
for go to school and actively participation in doing classwork and homework Additionally, it
would actively participate in classwork and assignments by using cross-sectional data. The Yeka
Sub City in Addis Abba is the exclusive focus of the research. Both sexes are represented among
the study's participants. Additionally, students, and teachers are involved in the study to evaluate

4
students' activity to attend class due to the availability of food and their active participation in
classwork and assignments.

1.6 Limitations of the study

The study focused on the effect of school feeding program on the student academic performance.
The government of Addis Ababa city administration launched school feeding program in all
government school at the city level. Yeka sub city has one of the eleven sub-cities of Addis
Ababa. The studies were on the randomly selected only five government schools due to financial
constraint. There were the number of limitation one was it is difficult to get enough sample
size of nonparticipant school feeder , the respondents were limited in terms of giving adequate
information and in education office of school no well-organized data even if the data were
present at different and scattered place . Therefore, it may not have a strong scientific
justification and representativeness to generalize about the Effect of school feeding program on
the academic performance of student to Addis Ababa city administration and the entire at
country level.

1.7 Ethical Consideration

The research must include a set of principles that guide the research designs and practices. These
principles include voluntary participation, informed consent, anonymity, confidentiality,
potential for harm, and results communication. There are certain significant ethical
considerations that the research may be grounded in. These include showing respect for others,
abstaining from wrongdoing, acting in good faith, giving informed permission, maintaining
confidentiality, being truthful, and attempting to prevent plagiarism. The researcher should use
extreme caution throughout the study process to avoid breaking any ethical rules that are seen as
good and to uphold those that are regarded as harmful. The researcher additionally guarantees
the respondents' privacy and protection from any potential harm resulting from the study because
the findings will only be utilized for those objectives.

1.8 Structure of the Study

There are five chapters in this research report. The backdrop of the study, the explanation of the
problem, the research objective, the significant of study, the scope of the study, and its
limitations are all included in the introductory part of Chapter 1. The second chapter provides a
summary of theoretical and empirical research on the impact of feeding program in schools on

5
students' academic achievement. The topics of research design, population sample, sampling
method, data collecting, and methodology are covered in Chapter 3. The presentation, analysis,
and discussion of the results are the main topics of chapter four. The study's summary findings,
conclusion, and recommendations are covered in the fifth and final chapter.

CHAPTER TWO
2. LITREATRE REVIEW
2.1. Theoretical review
School feeding, according to Cousin & Kim (2016), is the practice of feeding students inside of
classrooms. The school feeding program is divided into two primary categories. The first is "in
school feeding," in which case kids are fed while in class, and the second is "take-home rations,"
in which case families receive food if their kids go to school. The program that give meals and
the program that provide high-energy cookies or snacks are the two main divisions of in-school
feeding. In many nations, pre-primary, primary, and secondary school students are all covered
through school feeding program. The program was therefore designed with the purpose of
assisting students in reaching their educational and health goals. A social safety net tool called
the school feeding program protects kids who live in regions that are frequently food insecure.

The provision of education is the major objective of schools. Different reasons made it difficult
to accomplish this goal; as a result, many program were created to aid with it. The one of these is
the school feeding program. Studies support the idea that school lunches encourage more kids to
attend school. Making ensuring that education is able to meet the additional demand for
education brought on by school feeding program is one especially crucial topic to incorporate in
overall planning. Many nations have learned this lesson the hard way after doing away with
school fees and other financial obstacles to education, only to find themselves having to deal
with an increase in demand later on (Kattan 2006, quoted in Bundy et al., 2009). Consequently,
great education.

2.2 international perspective on school meals

Children's dietary and nutritional requirements have long been met through school nutrition
programs. School feeding dates back to the 1930s, when programs were launched in the US and
the UK with the express purpose of enhancing children's development (Richter, Griesel, & Rose,
2000). By establishing laws, Brazil and India have started school feeding programs (Lawson,
6
2012). Almost every country in the world now offers school meals, and every day, 368 million
students in kindergarten through 12th grade receive food at their schools. Governments
acknowledge the importance of school meals for the growth and development of kids,
communities, and society at large (WFP, 2015). According to statistics from WFP (2013), just
18% of schoolchildren in low-income countries receive free lunches, compared to 49% in
middle-income nations. This implies that coverage is still the lowest in areas where there is the
highest need due to hunger, poverty, and bad social indices. More than any other international
organization, WFP has carried out the largest-scale school feeding operations, which annually
help millions of kids and their families. It supported school nutrition initiatives in 64 countries in
2002, benefiting close to 16 million kids. In poor nations, school feeding initiatives are also
supported by a number of international non-governmental organizations and certain funders (via
bilateral program) (WFP, 2004).

2.3 School feeding and nutrition

The Three broad categories can be used to understand how nutrition and education interact
(Kazianga & De-Walque, 2009). First, a child's health and nutritional status have an impact on
their academic achievement. That is inadequate dietary intake in children. Decreases their ability
to participate in school learning activities by affecting their cognitive function. Second, children
who are underweight or unwell are unable to attend school on a regular basis, which has a
negative impact on their academic achievement. Third, children who are undernourished have
more trouble focusing and completing challenging tasks. It has been suggested that school
lunches boost student attendance by enhancing child nutrition in two ways (Vermeersch &
Kremer, 2004). First, by allowing students to consume more nutrients, school meals boost
nutrition. Second, greater nutrition results in better academic performance. Since child nutrition,
health, and education reflect household choices for human capital investments in the kid, the
study also demonstrates that they may be correlated without having a clear causal link
(Vermeersch, C. et al., 2004). Despite the fact that SFPs improve the advantages of attending
school, they may actually lower household income due to a decrease in the availability of child
labor, which has a severe influence on current nutrition and health. If school capacity isn't
increased in line with the increased enrollment brought on by SFPs, learning may suffer as a
result of overcrowded classes.

7
The nutritional requirements increase during childhood, reach their peak throughout adolescence,
and then level off or even decrease as a teen transitions to adulthood. It appears that the adage
"You are what you eat" is accurate. We consume a variety of foods, including dal, chapatti,
bread, rice, veggies, milk and others. We receive the nutrients we need from all of these diverse
food types to stay strong and active. In order to maintain good health, it's critical to understand
what foods to eat. Nutrition is the study of food, nutrients, and how they affect our health. In
actuality, nutrition and health are two sides of the same coin. As a result, they cannot be
separated. Food intake affects nutrition, which in turn affects health to a considerable extent.
Therefore, the most crucial element for good health and fitness is food. The components of food
called nutrients need to be provided to the body in the right quantities. These consist of fibre,
water, minerals, vitamins, proteins, carbs, and fats. We require a variety of nutrients to stay
healthy. Most foods have multiple nutrients, including the proteins, lipids, and other components
that milk has. Depending on the amount that must be ingested by humans each day, nutrients can
be divided into macronutrients and micronutrients. The difference between macronutrients and
micronutrients is depicted in the figure on the following page.

2.4 School feeding and economic implications

According to Adelman et al. (2008), households decide whether to send their children to school
by weighing the present costs against the anticipated long-term advantages. As a result, food-
based incentives like school lunches and take-home rations will cover both the direct and indirect
costs of the loss of household labor as a result of school participation (Adelman, Gilligan et al.
2008; He, 2009). It is crucial that the nutritional value and substance of school meals be
sufficient to cover the costs while also inspiring the recipients to take constructive action, i.e.,
participate in education. Even though the financial justifications for investing in the education
and nutritional health of children in elementary school are well known, many impoverished and
credit-constrained households typically invest less than what is personally or socially ideal
(Adelman & Gilligan, 2008). As a result, despite overwhelming data showing that education has
substantial returns on both the private and social levels (Hanushek 1986; Schultz 1988 quoted on
Adelman, Gilligan et al. 2008:10), levels of educational attainment are still extremely low in
many developing nations.

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2.5 Empirical reviews of literature
Between 2000 and 2002, Vermeersch and Kremer (2004) conducted a field study in preschools
in Western Kenya to assess the effects of the School Feeding Program on student involvement
and success. Preschoolers are characterized in this context as kids between the ages of 4 and 6
who resided nearby to their school. They discovered that kids in the therapy group were
statistically different from kids in the control group (ibid). The program raised the attendance of
both students who were already enrolled (what they refer to as a "intensive margin") and students
who would have attended school anyhow (an "extensive margin"). However, because their study
focused on preschools, it might not be very applicable to students in primary schools. According
to a different study done in Jamaica, school lunches do definitely help their recipients' academic
performance (Grantham-McGregor & Chang, 1998). They discovered that school feeding had a
positive impact on all of the performance measures studied, including enrollment, attendance,
drop-out rate, repeat of grades, school attainment levels, cognitive function, and classroom
behavior (ibid).

2.6 Enrolment and school meal

School feeding program causes some children whose families would not have otherwise chosen
to send their children to school to alter their minds, the availability of subsidized in-school meals
would result in an increase in school enrollment. Additionally, for these homes parents must be
persuaded that the program's net benefits outweigh the difference between the direct and
opportunity costs of education and the anticipated benefits before parents will allow their kids to
enroll (Adelman & Gilligan, 2008).

2.7 Class attendance and school meal

In Bangladesh, Ahmed (2004) also examined the effect of school feeding on attendance and
discovered that the SFP has a statistically significant positive effect. Participating pupils'
attendance in class rose by one month thanks to the program (ibid). However, class attendance
data from school registers revealed that attendance increased over this time in both program and
control schools, with the increase in program schools being a little bit higher. An aspect of
nutrition focuses on immediate effects and helps children focus and learn more. In rural Jamaica,
a study of the impacts of school breakfast revealed that eating during class hours improves
concentration and learning (Powell & Walker, 1998).

9
2.8 Student dropout and school meal

In the short and long terms, better nutrition may also increase school retention and performance.
In the near term, school meals could reduce hunger, boost concentration and learning, and reduce
dropout rates by enhancing academic achievement. The School Feeding Program has a
statistically significant negative influence on student drop-out, according to Ahmed's (2004)
study in Bangladesh. This study shows that the program rural area's primary school dropout rate
is greater than the control rural areas, as is the area's total completion rate. Taking into account
the characteristics of the child and the household, he discovered that school lunches lower the
risk of dropping out of school.

2.9 Student learning activity involvement and school meal

Ahmed (2004) also summarizes the findings of a survey on the perspectives of mothers of
students in SFP areas. According to the reported perceptions, a significant number of mothers
(between 64 and 88%) claim a number of positive effects, including improved health, increased
interest in attending school, fewer cases of illness, and children who are physically more active,
happier, and livelier than they were prior to the implementation of the SFP (Ahmed, 2004).
Gregory (2005) claims that kids who walk a long way to school or who arrive hungry are more
likely to get distracted in class and later lose interest in studying. A school feeding program helps
a child feel less hungry, which improves their memory and helps them better adapt to their
learning environment.

2.10 Ethiopia’s school meal experience

In 1994, the World Food Program (WFP) began sponsoring school lunches in Ethiopia with a
trial initiative in the Tigray region's war-torn areas. Then, the World Food Program , MOE,
Regional education bureaus, and the community have been providing the school meal in districts
with a history of food insecurity in six of the country's nine regional states (Afar, Amhara,
Oromia, SNNPR, Somali, and Tigray), with a focus on areas with lower enrollment and greater
gender disparity. 482,000 students benefited from school meals in 2008 thanks to WFP's
provision of food to 915 schools. Every school is provided with a prepared lunch that contains
150 gm of corn-soya mix, 6 gm of fortified vegetable oil, and 3 gm of iodized salt as part of the
per child food ration (WFP, 2008).

10
A total of 670,000 children are served by the School Feeding Program, which began in 1994, and
an additional 43, 000 children participate in the Home Grown School Feeding Program, which
started in SNNPR during the ESDP IV era. Additionally, households in pastoralist communities
that send their daughters to school receive a take-home food ration. However, there were issues
with the program's mainstreaming of health issues. In order to organize and scale up school
feeding activities more effectively and to do so at a lower cost, Ethiopia has developed a national
school feeding strategy (MoE, 2015).

2.11 school feeding program in Addis Ababa city

Since February 2015, the "Yenat Weg" nonprofit group has been operating the Addis Abeba SFP
as a pilot project in the sub-cities of Arada and Kirkos. According to the survey study carried out
by Addis Ababa BOE and BOWC in 2015, there are a considerable number of In Addis Abeba's
public schools, there are of students. The program was designed with 20,135 school-aged
children in mind, and it gave 846 unemployed mothers (who also parent and live close to
schools) jobs. Her Excellency Roman Tesfaye, the former lady of Ethiopia, serves as board
chairperson of the program, which is largely supported by local benefactors. Nutritionists plan
the school's menu. It appears to have diverse, affordable, and culturally considerate diets. Honing
(2016) used an actor-oriented interface approach in 18 schools across four regions of Ethiopia to
investigate the interactions between the SFP as a planned intervention by WFP, the intervening
actors, and its beneficiaries on the ground. According to the study's findings, SFP is given low
importance during emergencies since providing food for a life-saving operation is given
precedence than educating people. Girls are at a disadvantage in these circumstances since they
are collecting water. The study's conclusions are only applicable to SFP deployment in
persistently dangerous and underdeveloped locations.

2.12 Conceptual framework

The explanatory theoretical framework section has shown how the conceptual framework, which
is a set of concepts, assumptions, expectations, beliefs, and theories, supports and illustrates the
link between the dependent variable and dependent variable, has boosted children's attendance.
One of the two criteria that allows the school lunch to have an effect on learning is attendance,
according to Adelman et al. (2008). The link between the variables demonstrates that the
dependent variables attendance rate and student academic achievement are children in school

11
while the independent variable SFP is the SFP. In light of the aforementioned theoretical
viewpoint, the following conceptual framework is created. varying (Joseph A. Maxwell, 2005).
The idea explored under by Bundy et al. (2009)

decreased
student
dropout and
iteration

increased
student
school increased
daily class
activity meal attending

increased
acadamic
achivement

12
 CHAPTER THREE
3. METHEDOLOGY OF THE STUDY
3.1 Study area
Addis Ababa is Capital city of Ethiopia. The city is organized by 11 sub city namely Arada,
Addis ketema ,kirkos, Akaki kality, Yeka ,Kolfe keraneo , Nifas silk lafto ,gulele, ledeta Bole
and newly formed sub city lemi kura .the research employ on Yeka sub city which is organized
by about 12 administrative Woredas. It consists both Governmental and private schools the
research employ on the government schools. The sub city consists of 30 public primary schools
and 48509 students from whom 23538 are male and 24971 are female student. The researcher

have been chosen five public primary schools randomly. From this randomly chosen primary
public schools there are 7674 students from this 3713 are male and 3961 female. From randomly
chosen public primary schools there are 574 teachers 218 are male 359 are female.

3.2 Data type

Both primary and secondary data sources were used in the research. The major data source, in
particular for the document review, was the students' willingness to attend school due to the
availability of food at school and their active participation in completing their homework and
other assignments. The secondary source is their roster card. The roster card would be able to
track changes in both academic performance and attendance rates.

3.3 Sampling Techniques

The study employed simple random sampling technique to select five public school in Yeka sub
city. From selected public schools, Kara alo, Birhane Hiwote, Dejazmach Wondrad, Kotebe and
Raye are randomly chosen primary school. In scientific study, simple random sampling is a
widely used sampling technique. Simple random selection is chosen for populations that are very
homogeneous when the participants in the research are chosen at random (Bhardwaj, 2019). The
simplest and most popular technique of choosing a sample is simple random sampling, which
involves choosing the sample "unit by unit, with equal probability of selection for each unit at

13
each draw" (Singh, 2003, p. 71). Every person has an equal probability of being chosen for the
sample from the population, according to Acharya (2013) (p. 330).Every member of a population
has an identical chance of being chosen as a response when using simple random sampling
(Thomas, 2020).

3.4 Determination of sample size

The process of determining how many observations to include in a sample is known as sample
size determination. Any research or inquiry in which the goal is to draw conclusions about the
population from a sample must take the sample size into consideration. In most cases, the
expense of data collection and the need for appropriate statistical power are taken into
consideration when choosing the sample size for a research. In more sophisticated investigations,
the study may use a variety of sample sizes. In general, sample sizes may be selected in a variety
of methods. One is for cost-based pricing. Include those products that are simple to obtain or
handy to gather. Although occasionally required, choosing small sample sizes might lead to
broad confidence intervals or risks of mistakes in

℮ ═
α
Z√n
√ N −n
N −1

N = total Populations of primary public school student at yeka sub city

n = students from randomly chosen school
e = margin of error =.05
Z = z score at 95% confidence interval which is constant 1.96
and in estimating the proportion, the sampling error is

℮ ═ Z
√ p ( 1− p )
n √ N−n
N −1

P=proportion , which is total number of randomly chosen public primary school student divided
by total number of public primary school student at yeka sub city. based on this calculation p
=.16
To choosing the sample size for a mean or percentage estimation
2
z a
2 2
z p ( 1−P ) 1.96∗1.96∗.16∗.84
no ═ and n o ═ = = 206
e
2
e2 .05∗.05

14
 where n o is the sample size without considering the finite population correction factor.
Applying the fpc factor results in the actual sample size n Sample size determination using the
finite population correction factor
Table 3.1 the distribution of sample student who were included in study probability proportion

worda Chosen Students who meal at schools Students who didn’t

schools get meal at school
total samples total
9 Raye primary 797 797 15
*206 =21
school 7674
11 Dejazmach 2248 2248 35
*206= 60
wendrad 7674
primary
school
Kotebe 1084 1084 24
∗206=30
primary 7674
school
12 Kara alo 1878 1878 30
∗206=50
primary 7674
school
Birhane 1667 1667 26
∗206=45
hiwot 7674
primary
school
Total 7674 206 130
Source , calculated based on data obtained from each werda education office
Note the students who didn’t get meal at school are small in number due to this the researcher take as it is
rather take sample

Table 3.2 distribution of sample teachers who participate in evaluation of their student class
involvement of participation
worda Chosen Sex sample
schools M F Total proportion
9 Raye 28 28 56 6
11 Dejazmach 70 113 183 58
wondrad
Kotebe 29 41 70 9
12 Kara alo 60 102 162 46
Birhane 31 72 103 19
hiwote
Total 218 356 574 138
Source calculated based on information obtained each worda education office

15
3.5 Data collection instrument
Structured survey questionnaires would be utilized in the study to gather data. A major data
collection tool would be a questionnaire designed for students and schools teachers, as it enables
the study to include a sufficient sample size for representativeness and informs the study on the
practice, opinions, and attitudes of the respective respondents with regard to school feeding
program on aspects of student academic performance.

3.6 Methods of data analysis

The study's goals were assessed using both descriptive and inferential methods. using frequency
tables, graphs, pi charts, percentages, and mean values, the descriptive analysis was carried out.
For categorical variables, inferential statistics like the chi-square test and the t-test were used.
This study concluded that in order to conduct analysis based on the aim, econometrics models
were also required. The study made use of the Propensity Score Matching (PSM) econometric
model in this respect. The model aided in describing the connection between the outcome
variable and the explanatory factors as well as the effects of the school feeding program on
children' academic performance. Using "STATA" software and statistical methods, the
correlations between variables and the effect of the school feeding program on academic
attainment were examined.

3.7 Methods using Propensity score matching (PSM)

According to Dehejia and Wahba (1999), matching has gained popularity as a method for
estimating the causal treatment effects. It holds true in all circumstances where there are both
treated and untreated groups of people. The underlying assessment issue and the occurrence of
selection bias must be addressed in both treated and untreated evaluation studies. The first issue
emerges because it is preferable to understand how participants' outcomes with and without
therapy differ. It is obvious that it is impossible to simultaneously see both results for the same
person. Since participants and non-participants typically differ even in the absence of treatment,
it is not appropriate to use the mean result of non-participants as an approximation.

Focusing on the propensity score matching (PSM) technique was motivated by the fact that the
dimensionality of the observable attributes is high in many applications of interest. Matching is
simple when there are few features (such as two binary variables), in which case one would put
the units in four cells. However, it might be challenging to choose which dimensions to match

16
units to or which weighting system to use when there are several factors. Since they offer a
natural weighting system that produces unbiased estimates of the treatment impact, propensity
score-matching approaches, as proven, are particularly helpful in these situations (Dehejia and
Wahba, 2002). The fundamental concept behind this strategy is to create a statistical comparison
group by pairing participants with non-participants based on observable traits from before the
program..

3.8 Procedures of propensity score estimation

Caliendo and Kopeinig (2005) state that there are steps involved in putting PSM into practice.
These include estimating propensity scores, selecting a matching algorithm, verifying the
existence of a shared support condition, and evaluating the quality of matching. Estimating the
propensity scores is the first stage in the PSM methodology. Instead of conditioning on X,
matching might be done conditionally on P(X), where P(X) = Prob (D=1|X) represents the
probability of joining the program conditionally on X. According to Rosenboum and Rubin
(1983), if outcomes without the intervention are independent of participation given X, then they
are likewise independent of participation given P(X). A multidimensional matching issue is
reduced to a one-dimensional problem via the PSM estimate. the benefits of emphasizing the
propensity score matching (PSM) technique .

3.9 Model Specification

When using a probit model, the dependent variable can only have one of two possible values,
such as students are participant of school feeding or not. A common specification for an ordinal
or binary response model that makes use of a probit link function is a probit model. Most
frequently, this model is estimated using the conventional maximum likelihood method; such
estimation is known as a probit regression. Probit models were first developed by Chester Bliss
in 1934, and Ronald Fisher in an appendix to Bliss 1935 proposed a quick method for obtaining
maximum likelihood estimates for them. Assume the response variable participant of school
feeding is binary, which means that there are only two potential results, denoted as 1 and 0.
Pupils might stand for the participant of school feeding or not, the success or failure of a device,
a yes/no response on a survey. Additionally, we have a vector of regression coefficient called
independent variables that is thought to have an impact on the result school feeding program
participant.

17
We presume that the model emerges specifically

Pr(Y=1 | X ) =Փ(X’β) (1)

Where Pr denotes probability of students being participant of school feeding program

Փ denotes cumulative distributions functions (CDF) of standard normal distribution and

the parameter β estimated maximum likelihood (ML)

3.10 Average treatment effect (ATE)

The potential outcome of all students they participate of school feeding program with the
potential outcome all students they do not participate in school feeding program. This involves
two counterfactuals: E(Y1i) and E(Y0i)

Ε(∆𝑖|𝑇𝑖=1 ) = 𝐸(𝑌1𝑖 − 𝑌0𝑖|𝑇𝑖=1 (1)

=E(Y1i|𝑇𝑖=1) − E(Y0i|𝑇𝑖=1) (2)

E(Y1i|Ti=1) = E(Y0i|Ti=1) (3)

Where Y1= the outcome in students they participate school feed program; Y0 = the outcome in
students they do not participate in school feed program; and Ti indicators of variable that student
that participate in school feed program.

The logit model through the propensity score created should contain predictor factors that affect
the selection process or participation in the program and the result of interest, in accordance with
matching theory (Rosenbaum and Robin, 1983; Bryson et al., 2002).

3.11 Assumptions of propensity score matching model

3.11.1 Conditional independent assumption

Y0, Y1 ┴ T|X, where ┴ denotes independence

Given a set of observables covariates (X) which are not affected by treatment (in our
case, school feed participation) potential outcomes are independent of treatment
assignment (independent of how program participation of decision ).This assumption
implies that the selection is solely based on observable characteristics and variables that

18
 influence treatment (program participation) and potential outcomes are simultaneously
observed(Caliendo & Kopeinig, 2005).

3.11.2 Common support region assumption

This assumption rules out perfect predictability of T given X. That is 0 < P(T =1|)<1.This
assumption ensures that students with the same X values have a positive relation of being both
beneficiary and non-beneficiary. Given the above two assumption, the PSM estimators of ATT
can be written as;

ATT = Ep(x )T=1{E [ Y( 1) |T =1, P(x )] − E[ Y( 0) |T =0, p(x ) ] }

Where P(X) is the propensity score computed on the covariates X. The above equation indicates
that the PSM estimators is the mean difference in outcome over the common support,
appropriately weighted by the propensity score distribution of participants.

3.12 Propensity score matching techniques

The next step in propensity score matching is to get the matching algorithm which best matches
the treated observations with untreated based on the propensity scores from the preceding step.
Each of the matching algorithms has its own advantages and disadvantages and the attempt of
the researcher is to select a matching technique which best fits to the data at hand. Here after,
matching techniques frequently used in PSM

Nearest Neighbor Matching: It is the most straightforward and frequently used matching
estimator in PSM. The individual from the control group is chosen as a matching partner for a
treated individual with the least distance in terms of propensity score. Matching with
replacement involves a trade-off between bias and variance. If we allow replacement, the
average quality of matching will increase and the bias will decrease while increasing the
variance. This is of particular interest with data where the propensity score distribution is very
different in the treatment and the control group (Smith and Todd, 2005).

Caliper Matching: To avoid the problems of bad matches resulted from the Nearest Neighbor
matching, economists impose a tolerance level on the maximum propensity score distance
(caliper). Imposing a caliper works in the same direction as allowing for replacement. Bad
matches are avoided and hence the matching quality rises. However, if fewer matches can be
performed, the variance of the estimates increases. Applying caliper matching means that an

19
individual from the comparison group is chosen as a matching partner for a treated individual
that lies within the caliper (‘propensity range’) and is closest in terms of propensity score
(Caliendo and Kopeinig, 2005). As Smith and Todd (2005) noted that, a possible drawback of
caliper matching is that it is difficult to know a priori what choice for the tolerance level is
reasonable.

Radius matching: Dehejia and Wahba (2002) suggest a variant of caliper matching which is
called radius matching. The basic idea of this variant is to use not only the nearest neighbor and
limit itself within each caliper but all of the comparison members or observations within the
caliper. The benefit of this approach is that it uses only as many comparison units as are
available within the caliper and therefore allows for usage of extra (fewer) units when good
matches are (not) available.

Kernel Matching: The matching algorithms discussed so far have in common that only a few
observations from the comparison group are used to construct the counterfactual outcome of a
treated individual. Kernel matching is a non-parametric matching estimator use weighted
averages of all individuals in the control group to construct the counterfactual outcome. Thus,
one major advantage of this approach is the lower variance which is achieved because more
information is used. Like other matching algorithms, Kernel matching has also its own
drawbacks that arise from the nature of the matching algorithm. The major drawback of this

Method is the possibility of inclusion of observations with a very low and high propensity scores
and may give bad matches. Hence, the proper imposition of the common support condition is of
major importance for Kernel matching (Dehejia RH, Wahba S 2002)

3.13 Sensitivity analysis

The estimation of treatment effects using propensity score matching is based on the conditional
independence assumption or selection on observables assumption. However, if there are
unobserved variables which affect assignment into treatment and the outcome variable
simultaneously, a ‘hidden bias’ might arise (Calindo and Becker, 2007). Hence, checking the
sensitivity of the estimated results with respect to deviations from this identifying assumption is
important. The basic question to be addressed is whether inference about treatment effects may

20
be altered by unobserved factors. The main goal of Rosenbaum approach is to assess the
potential impacts of unobserved confounders on treatment effect.

3.14 Definition of variables

3.14.1 Dependent Variable
In this study the dependent variable a participant's of school feeding background that might
influence study outcomes even when it is not the main focus of an experiment is referred to as a
participant variable..

Covariates, The impact of student academic accomplishment and its implications on the
outcome variable were determined as the independent variables for the study based on a review
of the relevant literature. Both the conceptual framework and the empirical literature evaluation
clearly display the independent factors.
Age of the respondents: It is continuous variable defined as respondents age at the time of
interview measured in years.
Sex of the respondents: This is a dummy variable which takes a value 1if the respondent is
male and 0 if the respondent is female
Family income: The parent's level of income is one of the factors that is anticipated to have an
impact on the student's academic achievement; it is a continuous variable that takes average
monthly income into account.
Family size: The total number of total household members who live together , consume share
income source of the parents.
Household education level: The parent's (Father and Mother's) educational background is
thought to have an effect on their child's academic success. The household head has graduated
from this grade level.
Family living: family living together this may affect their child's academic performance. If the
parents are not living together, it may affect the child's academic performance. It is generated as
a binary variable, 1 living together parents and 0 otherwise.
School distance Home to school distances are measured by kilo meter between a child's
address and the relevant school which is affect student academic achievement.

School Dropout: School dropout can be defined simply as any person who fails to earn a high
school diploma. In practice, however, it can be a challenge to identify students who will drop out
with precision Dropouts have relatively high rates of mobility and school transfers can make
graduation difficult achievement to track. In the elementary school student school dropout can

21
be defined as student can not completed the given academic calendar , haven’t full of
examination recorded document at a given academic year.
Homework is a set of tasks assigned to students by their teachers to be completed outside the
classroom. Common homework assignments may include required reading, a writing or typing
project, mathematical exercises to be completed, information to be reviewed before a test, or
other skills to be practiced.

CHAPTER FOUR
4. ANALYSIS OF DATA FUNDING
4.1 Introduction
This chapter discussed the effect of school feeding on the academic performance of student by
using both descriptive and inferential analysis. The results of demographic characteristics of the
sample are discussed by using descriptive statistics frequency and percentages as well as
inferential statistics t-test were used to compare academic performance of student who are get
feed at school and haven’t feed at school . Propensity score matching, estimation of propensity
score, common support region, matching algorithms and average treatment effect on treated
results.

Table 4.1 distributions of teacher who participate in evaluation of student activity at class
School Education level Total
name Diploma Degree
Sex Sub Sex Sub
Male femal Total Male femal Total Male Femal total
Kara alo 2 7 9 15 22 37 17 29 46(33.3
primary %)
school
Birhane 1 4 5 5 9 14 6 13 19(13.7
hiwot %)
primary
school
Dejazma 4 10 14 18 26 38 22 36 58(42%)
ch
wondrade
primary
scholl
Kotebe 1 2 3 3 3 6 4 5 9(6.5%)

22
primary
school
Raye 1 1 2 2 2 4 3 3 6(4.3%)
primary
school
Grand 9(6.5 24(17.4 33(23.9 43(31.2 62 105(76 52(37.7 86(62. 138
total %) %) %) %) (44.9 %) %) 3)
%)

In table 4.1 above, structured questions were distributed for 138 teachers to evaluate their student
activity in the school stayed. From thus respondent teacher 86(62.3%) were female and
52(37.7%) male and 105 (76%) degree holder and 33(24%) diploma. The distributions of
respondent teacher by school were 58 (42%) from Dejazmach Wondrad primary school, 46(33.3
%) were Kara alo primary school , 19(13.7%) were Birhane Hiwot preprimary and primary
school, 9(6.5%) were Kotebe primary school and 6(4.3%) Rayi primary school.

4.2 Reliability of data

The instrument was subjected to a reliability test to measure the degree to which the instrument
gave consistent results. The Cronbach’s Alpha test was used in determining the reliability of the
instrument. Table 4.2 shows that 10 items in the instrument resulted in the Cronbach’s Alpha
value of 88.7% or .887 which was greater than 0.7 or 70% and hence the instrument was
considered as good reliable (Tavacol & Dennick, 2011) .

Table 4.2 reliability test

Cronbach's Alpha Number of items

0.887 or 80.7% 10
Source SPSS output own survey result (2023)

4.3 Descriptions of respondent student by their school and types of

participation of feeding
According to table 4.3 below, Out of the total number of 336 student 188(56. %) were female
and 148 (44%) were male. From this student 206 (61.3%) students who have participants of
school feed program and 130 (38.7%) students were not participant of school feeding program.
In the participant school feeding program were 120 (58.3%) are female and 86 (41.7%) were
male students. From the total number of 130 nonparticipants were 62 (47.7) are male respondent
and 68 (52.3%) are female.

23
Table4.3 distributions respondent student

School Participant nonparticipant total

name of feeding
M F M F M F T
Kara alo 22(25.5) 28(23.3) 18(29) 12(17.6) 38(25.7) 42(22.3) 80(23.8)
Birhane 19(22) 26(21.7) 13(20.9) 13(19.1) 32(21.6) 39(20.7) 71(21.1)
hiwot
Dejazmach 24(27.9) 36(30) 11(17.7) 24(38.7) 35(23.6) 60(31.9) 95(28.3)
wondrad
Kotebe 12(13.9) 18(15) 12(19.3) 12(17.60 24(16.6) 30(16) 54(16.1)
Raye 9(10.5) 12(10) 8(12.9) 7(10.2) 17(11.5) 19(10.1) 36(10.7)
Grand total 86(41.7) 120(58.3 62 (47.7) 68 148 188 336
) (52.3) (43.5) (56.5)
Source own survey SPSS output 2023

According to table 4.4 from the total number of respondent were 40 (11.9%) , 65(19.3%) ,
71(21.1%) ,75 (22.3%) and 85 (25.3%) were from grade 3, grade 4 ,grade 5 ,grade 6 and grade
7 respectively. As we have seen from table 4.4 were 80 (23.8%) ,71 (21.1%) , 95 (28.3%) ,54
(16.1%) and 36 (10.7%) are from Kara alo primary school, Birhane Hihote preprimary &
primary school, Dejazmach Wondrade primary school, Kotebe primary school and Raye
primary school respectively.

Table 4.4 distributions of student by grade level and school name

No Grade level School name Total

Kara alo/% Birhane Wondrad/% Kotebe% Raye%
. Hiwott/%
1 Grade 3 4 (5) 9(12.7) 17 (17.9) 5 (9.3) 5 (13.9) 40(11.9
)
2 Grade 4 10 (12.5) 17(23.9) 22(23.2) 7(13) 9(25) 65(19.3
)

3 Grade 5 17 (21.3) 17(23.9) 17(17.9) 10(18.5) 10(27.8 71(21.1

) )
4 Grade 6 26 (32.5) 7(9.9) 22(23.2) 14(25.9) 6(16.7) 75(23.3
)

24
5 Grade 7 23 (28.7) 21(29.6) 17(17.9) 18(33.3) 6(16.7) 85(25.3
)
Grand total 80 (100) 71 (100) 95 (100) 54(100) 36(100) 336
(100)
Source SPSS output own scurvy 2023

Table 4.5 summary of general activity of student to education evaluated by their teachers
Activity No obs= 336
Participant Nonparticipant
= # 206 =#130
Mean (standard deviation) Mean (standard
deviation)
Willingness of education 3.11 (.70) 2.44 (.84)
Activity of student at class 2.90 (.65) 2.28 (.70)
Doing Class work 2.82 (.69) 2.16 (.8o)
Doing Home work 2.98 (.91) 2.46 (.76)
Participate doing assignment 3.08 (.58) 2.48 (.84)
Asking question during 2.78 (.65) 2.28 (.62)
His/her teacher time of learning
Listening actively 3.08 (.78) 2.52 (.89)
Giving attention for instruction 3.25 (.79) 2.61 (.93)
Doing things until finished 3.38 (.65) 2.58 (.89)
Levels of attention 2.58 (.84) 2.62 (.80)

As we have seen from above table 4.5 activity of student in the class mentioned from this activity
willingness of education ,activity of student at class .doing class and homework ,involvement
activity in doing assignment are 3.11 (.70) ,2.90 (.65) ,2.82 (.69) and 2.98 (.91) and 3.08 (.58)
mean and standard deviation of student who participate in the school feeding program in all
mentioned activity student in the feeding program are higher in there activity in the class
compare to students who are not participate in feeding program.

Table 4.5.1 Cross tabulation table with Chi-square test evaluation of student activity by their
teacher

Student participations of school feeding program

yes no Pearson
Chi-
Evaluation point Evaluation point Square

25
 never Same always Very never Same always Very
times much
times much
Willingness 3 42 101 60 18 38 62 12 .000***
(85.7) (47.5) (38) (16.7)
of educ (14.3) (52.) (62) (83.3)
Activity of 2 60 105 60 17 46 60 5 .000***
(89.5) (43.4) 36.4) (15.6)
student at (10.5) (56.6) (63.6) (83.3)
class
Doing Class 4 76 97 29 19 67 30 14 .000***
(82.6) (46.9) (23.6) (32.6)
work (17.4) (53.1) (76.4) (67.4)
Doing 13 54 76 63 12 48 55 15 .000***
(48) (47.1) (42) 19.2)
Home work (52) (52.9) (58) (80.8)
Participate 2 37 130 37 13 44 55 18 .000***
(86.7) (54.3) (29.7) (32.7)
doing (13.3) (45.70 (70.3) (67.3)
assignment
Asking 3 74 108 21 8 70 47 5
(72.7) (48.6) (30.3) 19.2)
question (27.3) (51.4) (69.7) (80.8)
Source own survey SPSS output 2023

From the above table 4.5.1 cross tabulation we observe that student in feeding programs are
more active than those who are not in the feeding program. In the mentioned activity willingness
of education, general activity of student at class, doing homework, classwork and assignment and
asking question their teacher at time of learning session feeders are likely more active
participant than not feeder.

4.4 descriptive statistics of student average score by participant of feeder and

not participant
As we have seen blow table 4.6, from the total number of 206 school feeder participant students
the average score of exam result in the 2014 both first & second semester and 2015 first
semester academic year the mean score were 67, 71.05 and 71.30 with standard deviations of
8.30, 8.50 and 10 respectively. And from the total number of students who are not participant
from school feeding program in the 2014 both first and second semester and 2015 first semester
academic year the mean score were 66.,67.60 and 70.20 with standard deviations of 9.42 , 10.32
and 10.1 respectively . from this result the researcher understand the mean score students who
in feeding program likely more average score than students who are not in the feeding program.

26
On the other student family income , family size and family educational level were in school
feeding participant means are 2537,5 and 6 with 2063 ,1.7 and 3.3 standard deviation
respectively. Nonparticipant of feeder family income ,family size and educational levels of family
means are 3863 , 4 and 7 with standard deviation 3070 ,1.3 and 3.7 respectively from this result the
researcher conclude that nonparticipant student families are good in economically as well as have more
years of education and less family size compared to student who participant in school feeding program.
This implies that students are participant of school feeding program whose family size are large , family
years of education are low and there family incomes are low compared to those non participant of school
feeding program. ( see appendix 1 stata output)

Table 4.6 average score and mean difference of respondent student

Variable Mean / standard deviation Mean difference
Participant Not participate
# =206 #= 130
Grade score 2014 first 67(8.3) 66 (9.42) 1**
semester
Grade score 2014 71.05 (8.5) 67.6(10.32 3.45***
second semester
Grade score 2015 first 71.3 (10) 70.20(10.1) 1.1**
semester
Combined mean 69.80(6) 67.80(7.02) 2***
Family income(EBirr) 2537 (2063) 3863 (3070) -1316***
Number of Family 5(1.7) 4(1.4) 1**
Year of Educ level of 6(3.3) 7(3.7) 1**
family
Source survey stata output 2023 *** is significant level at 1% and 5%

Table 4.7 Factors that affecting school feeding participants students by using probit model

participate Coef. Std. Err. z

Sex -.2822362 .1443855 -1.95 0.051
Age -.0249117 .0450006 -0.55 0.580
Family size .0972435 .0496698 1.96 0.050 *
Years of Family -.0432075 .0219171 -1.97 0.049**
educ level
Family income -.0001057 .0000288 -3.67 0.000***
Family living .166171 .3033122 0.55 0.584
togather
School distance .102556 .1165393 0.88 0.379
_cons .5196608 .7875747 0.66 0.509
27
source own survey result stata output 2023 * .** and *** are significant level at 5%

N = 336 , LR chi2(7) = 33.18 , Prob chi2 = 0.0000, Log likelihood = -207.63737 and Pseudo
R2 = 0.0740

The Probit regression model was used to estimate propensity scores for matching the treated
with control students. In this study participant in the school feeding program is the dependent
variable and takes the value 1 if the students are the beneficiaries of the program and 0 who are
not participant. Looking into the estimated coefficients (Table 4.7), the results indicate that SFP
program participation is significantly influenced by three explanatory variables. The family
educational level , family income and family size are variables statistically significant that affect
participations of student. Students who with a lower educational level family low income and
large family size are more likely to be included in the program than those students who have a
more educated family , higher income and low family size .

4.5 Estimation of result

4.5.1 Propensity Score Matching Distribution
The distribution of the treatment and control groups is determined once the propensity score has
been calculated using the probit regression model. Because of its shared characteristics, the
common support region must cover a much broader area. The region of common support is
distinguished below Figure 1 using different three types of color codes. The treated-off support
observations are shown by the top green color. The lower blue color denotes the untreated
support, whereas the higher red one denotes the treated support. As a result, the majority of the
observations are located in the region of common support [.16059958, .89233995]. This made
sure that there was enough similarity between treated and untreated units to identify suitable
matches (Bawm, 2013). Hence, the widely accepted support premise

Figure 1

28
 .2 .4 .6 .8 1
Propensity Score

Untreated Treated: On support

Treated: Off support

Source own survey result stata outpute 2023

Table 4.8 region of common support

Treatment/untreatment Region of common support total

assignment
Off support On support
Treated 5 201 206
untreated 0 130 130
total 5 331 336
As we seen from table 4.8 the common support option has been selected the on region of
common support is .

5(2.4%) of the observations for the treated groups are off-support, whereas 97.6% are on-
support. While all observations from the control group are on support. This indicates that the
treatment group does not include the off-support observation. Decisions regarding on and off

29
support the number of units that are off-support is counted based on observations made using the
combined scores from the treatment and control groups. We may deduce from the computed
propensity score that the common support region has a length of [.16059958, .89233995] Less
than the minimal common support value (.16059958) observations are considered off-support
values and are removed from the region. Observations that exceed the maximum common
support value (.89233995) are similarly excluded from matching.

4.6 Testing balance of propensity score and covariate

After choosing the best performing matching algorithm the next task is to check the balancing of
propensity score and covariates. The main purpose of the propensity score estimation were to
show the distributions of relevant variables in both groups. The balancing powers of the
estimations are ascertained by considering different test methods such as the reduction in the
mean standardized bias between the matched and unmatched participates , equality of means
using t-test and chi-square test for joint significance were used

Table 4.9 joint significant of variables at chi-square test

sample PsR2 LRchi2 P>chi2 Mean Med B R %Var

Bias Bias
Unmatche 0.075 33.56 0.000 20.3 18.0 65.5* 0.59 33
d
Matched 0.028 15.81 0.045 10.9 10.8 39.6* 0.91 33
Source own survey 2023

The first step in calculating the treatment effect is to estimate the propensity score in order to
compare treatment groups with control groups and derive propensity scores. In this probit model,
the dependent variable was a binary outcome variable that took the values 1 or 0, respectively,
depending on whether the students had been a participate of school feeding . The variables that
explained the characteristics of school feed program participation were the explanatory variables
incorporated in the model. As shown in table 4.9. The estimated result of the probit model
indicates that Prob > chi2 = 0.045 and the value of pseudo R2 is found to be 0.028, which is
low, indicating that the treated and control groups do not generally have many distinguishing
characteristics, making it easier to detect significant differences. the tests suggest that the
matching algorithm researcher has chosen is relatively the data were best. Consequently,

30
researchers proceed to estimating the average treatment effect on treated (ATT) for the sample
participant.

4.7 Algorisms of Matching

The school feeding participate and non-participant student in the common support region were
matched using various matching estimators. Different factors, including the equal means test,
also known as the balancing test (Dehejia and Wahba, 2002), pseudo-R2, and matched sample
size, helped choose the matching estimator that was used in the end. In particular, it is
advantageous to choose a matching estimator that balances all explanatory factors, has a low R2
value, and has a sizable matched sample size.

Table 4.10 Average treatment effects of academic Achievement and attendance rate by different
PSM algorithms method

Methods of No. No. ATT Std.err t

PSM participate nonparticipan
t
Academic Nnd 206 81 0.743 0.960 0.774
achievemen analtical
t Nnd 206 81 0.743 0.653 1.137
bootstrap
Radius .01 202 116 2.080 0.871 2.388***
=
Radius .025 205 124 1.720 0.862 1.994***
Radius .05 206 130 1.706 0.849 2.009***
Kernel .01 206 130 1.894 0.581 3.261***

Kernel.025 206 130 1.752 0.770 2.274***

Attendance NNM 206 81 0.209 0.060 3.514***

rate
Radius .01 202 116 0.165 0.067 2.475***

Radius .025 205 124 0.168 0.065 2.576***

Radius .05 206 130 0.166 0.064 2.585***

Kernel .01 206 130 0.159 0.026 6.074***

31
 Kernel .025 206 130 0.146 0.025 5.865***

Kernel .9 206 130 0.122 0.020 6.023***

Source own survey stata output 2023 , *** are significant level at 1% ,5%
As we have seen table 4.10 above to estimate the effect of School feeding program on Students'
academic achievement. Different matching algorithms were used to determine the average
treatment effect of the school feeding program on the beneficiaries (the treated group). Among
the different algorism methods are nearest-neighbor matching (attnd), radius matching (att), and
kernel matching (attk) were used.

We have 287 matched observations using the nearest neighbor matching approach, 318 ,
329 ,336 using the radius matching method (.01,,025 &.05 radius) and 336 using the kernel
matching method, as shown in table 4.11 above .Since the critical values for the attnd, attr, and
"attk" matching procedures are .774, 2.009, and 3.261 respectively, the propensity score
matching result demonstrates that students' participation in the school food program has a
considerable impact on their average score. i.e the average score of student in 2014 both first and
second semester and in 2015 first semester exam score as described in table 4.6 are 67,71.05 and 71.3
respectively score of participant of school feeder on the other side average score of nonparticipant of
feeding are 66,67 and 70.2 respectively in the consequent mentioned three semester exam result. This
shows that difference of exam score between feeder and non-feeders are 1,3.05 and 1.1 in the
consecutive three semester 2014 both first and second semester and 2015 academic year first semester.

From this mentioned algorism Attnd method not relevant to analysis the data in hand because of
this methods are consider few observation compared to radius and kernel matching. The ATT is
significant at the 1% level in kernel matching and 5% at radius matching. Therefore, this
researcher chose radius at 5% and kernel matching methods at1% level because a high-
matched sample size is better. This suggests that the school food program had a considerable
impact on the recipients' average scores.

The propensity score matching result reveals that a student's participation in the school feeding
program has a significant impact on their attending class from the school, as the critical values
are 2.585 attr at 5% and for 6.074 attk at 1% matching methods, respectively. This is in regards
to the impact of school feeding program on students' attending class in the academic year. This

32
show that school feeding program participant student are significantly more attending than
students those who are not participant of school feeding program.

The researcher argue that from the previous study conducted by Tedla Hailemariam &Abrham
Siyoum (2022) school feeding program have positive impact on academic achievement of
participant student compared to nonparticipant student on their average score of semester result.
on the other study conducted by (ShabaniN.Maijo 2018) .This study results are parallel with
current founding. In my founding attending class by school feeding participant are higher and
statistically significant. This show school feeding participants are regularly attending their class
as compared to those who are not participant of school feeding

4.8 sensitivity analysis

According to Rosenbaum and Rubin (1983), the Conditional Independence Assumption (CIA),
often known as confoundedness, is the main presumption that determines whether matching
estimators for an impact evaluation are accurate. According to CIA, the treatment assignment is
independent of the post-intervention outcome and is conditional on observed Covariates (X).
According to this presumption, the treated group's observed outcomes and the counterfactual
outcomes are the same. Additionally, it disallows admission to the program based on gains from
participation that cannot be shown. According to the CIA assumption, all the factors that
collectively affect the result both with and without treatment should be included in the set of
explanatory variables/Covariates (X). A diagnostic examination of the estimated ATT's
robustness is required.

The main goal of Rosenbaum’s (2002) approach is to determine the level of strength of an
unmeasured variable in influencing the selection processes. Rosenbaum's method of sensitivity
analysis provides the analysts with a method to assess how robust their findings are to hidden
bias due to an unobserved confounder (Cliendo and Kopeinig, 2005). Thus, the STATA package
of ‘rbounds’ is used to undertake the sensitivity analysis of the continuous variables. Appendix 6
reports the results of the Rosenbaum procedure for two different outcome variables (academy,
attendance). The result shows that, even up to Γ=7 which is a very high value, it is significant at
5% significance level. Therefore, we can conclude that the average treatment effects estimated
for these variables (academy, attendance) are highly robust to the presence of unobserved
characteristics.

33
 CHAPTER FIVE
5. CONCLUDING REMARKS AND RECOMMENDATIONS
Based on chapter four analysis of data funding and interpretation, the study's key conclusions
are addressed in this chapter.

5.1 concluding remarks

This study was carried out to assess the effects of Yeka Sub City's school feeding program on the
academic achievement of program participants enrolled in primary public schools. The findings
of this study provide more evidence that school feeding program has positive impact on
participant of feeding compared to than nonparticipant feeding program. This shows that
academic achievement and attending class rates are statistically significant. The findings imply
that an effective school food plan makes a significant contribution to guaranteeing that pupils
obtain a top-notch education. The extent of the school food program's execution matched the
demands of the kids. The study's findings provided evidence that the school food plan
contributes in a positive effect. The results generally had the following implications for the
General Education Quality Improvement Program Two implementation process: If the program
implementation continued and enhanced the implementation status, it could contribute to
achieving quality education and health student because of food at school; willingness also
increased when meal is present at school as a result of this school feeding has multi-dimensional
benefits. This is a student's academic accomplishment, but it is also beneficial for everyone in the
long run.

5.2 Based on findings, the study recommends the following points

 The ministry of education worked with nonprofit organizations to expand the program's
application to needy kids, which helps to increase students' academic success, or to
develop school feeding program to encourage more children from low-income
households to attend school.

34
 By signing a memorandum of understanding with the closest health center, the Addis
Ababa City education office must link inter-sectoral collaboration like agricultural office
to upgrade or have a bountiful supply of food product and health office to check the
quality, the health and nutrition component of the food and feeding in implementation of
the program.

 School feeding program coordinators or vice directors should get training from Yeka Sub
City's education office in the areas of data student management practice and school
communities.

 Yeka Sub City education office should conduct training to school feeding program
coordinators or vice directors in the area of data student management practice and school
communities school feeding program beneficiary and non-beneficiary but needy students)
in psychological child care system
 The Addis Ababa city administration’s has to share their experience of school feeding
program should be replicated by other regional state administrations and Ethiopia's
mayors in rural areas.
 The Ethiopian government should work with nonprofit organizations to support the
school feeding program and ensure its sustainability and its effectiveness.

35
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Shabani N. Maijo (2018). Impact of school feeding program on learners’ academic performance
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37
 Appendix A Questionnaire
የኢትዮጵያ ሲቪል ሰርቨስ ዩኒቨርሲቲ

በፋይናንስ አስተዳደርና ልማት ኮሌጅ የልማት ምጣኔ ሀብት ትምህርት ክፍል

የተማሪዎች ተሳትፎ ለመለካት በመምህራን የሚሞላ መጠይቅ

ይህ መጠይቅ የቀረበው በኢትዮጵያ ሲቪል ሰርቪስ ዩኒቨርቲ በፋይናንስ አስተዳዳርና ልማት ኮሌጅ የልማት
ምጣኔ ሀብት ትምህርት ክፍል የሁለተኛ ዲግሪ ተመሪ በሆንኩት በ አዝመራው ልሳን ነው፡፡ ይህን መጠይቅ
በመተንተን የሚገኘው ውጤት በየካ ክፍለ ከተማ የተማሪዎች የትምህርት ቤት ምገባ አስመልክቶ በምሰራው
የመመረቂ ፁህፍ የምገባ የፕሮግራሙ ተጠቃሚ የሆኑ እና በተለያየ ምክንያት ከምገባ ፕሮግራሙ ተጠቃሚ
ያልሆኑ ልጆችን የተሳተፎ እንቅስቃሴ ማለትም በስዓቱ የቤት ስራ ስርቶ መምጣት ፤ የክፍል ስራ መስራት፤
ያልገባቸውን መጠየቅና ሲጠየቁ መመለስ ከክፍል ጓደኞቻቸው ጋር የጋራ ስራዎችን መስራታቸዉን መለካትና
የተጽዕኖ ግምገማ በማድረግ በቀጣይ የምገባ ፕሮግራሙን እንደ ሀገር ለሁሉም ተደራሽ ማድረግ እና ለማሻሻል
የሚረዱ ምክረ ሀሳቦችን ማመንጨት ያስችላል፡፡ ስለትብብርዎ በቅድሚያ አመሰግናሁ፡፡

የቃለ መጠይቁ አጠቃላይ መመሪያ

1. እባክዎ መጠይቁን ለመሙላ የጥናቱ ተሳታፊ ልጆችን የባለፉት ተከታታይ የትምህርት ቀናት
የተማሪዎችን የትምህርት አንቅስቃሴ ተሳትፎን እርስዎ በሚያስተምሩት ትምህርት ታሳቢ ያድርጉ፡፡

2. በመጠይቁ ላይ የተማሪው/ዋን ስም መጻፍ አያስፈልግም፡፡

3. መጠይቁ ሁለት ክፍሎች አሉት፤ የመጀመሪያው ክፍል ግለሰባዊ መረጃ የሚመለከት ሲሆን ሁለተኛው
ክፍል የተማሪዎችን የተሳትፎ እንቅስቃሴ የሚመለከት ነው ፡፡

4. የትምህርት ቤቱ እና የተማሪው/ዋ መለያ ቁጥር በአጥኚው ተሞልቶ ይቀርባል፡፡

ክፍል አንድ- ግለሰባዊ መረጃ

መመሪያ-1 እባክዎ በሳጥኑ ውስጥ “√ “ ወይም "X" ምልክት ያድርጉ ፡፡

1. ጾታ ወንድ 1 ሴት 0 2. ዕድሜ ………

38
3. የትምህርት ደረጃ

4. የምታስተምረው የትምህርት ዐይነት …………

ክፍል ሁለት

መመሪያ-2 እባክዎ የሚከተሉትን ተግባራት በማንበብ የተማሪውን/ዋን የ 2015 ዓ.ም የትምህርት ዘመን
ቆይታ ታሳቢ በማድረግ የተማሪዎችን የክፍል ውስጥ የተሳትፎ እንቅስቃሴ ደረጃ ለማሳየት የተዘረዘሩትን
መመዘኛዎች አንብበው √ ወይም X ምልክት ያድረጉ ፡፡

ተ.ቁ የመመዘኛ ነጥብ ፈጽሞ የለም አልፎ አልፎ ብዙጊዜ ያለማቋረጥ ሁልጊዜ

ተ.ቁ የመመዘኛ ነጥብ ፈጽሞ የለም አልፎ አልፎ ብዙጊዜ ያለማቋረጥ

ሁልጊዜ
1 ተማሪው/ዋ ተምህርት ላይ
ያለው/ያላት ፍላጎት
2 የተማሪዉ/ዋ የክፍል ዉስጥ
አጠቃላይ እንቅስቃሴ
3 ተማሪው/ዋ ክፍል ውስጥ
የተሰጠውን የክፍል
ስራይሰራል/ትሰራለች
4 ተማሪዋ/ው በተሰጣቸው የጋራ
ስራ ያላት/ያለው እንቅስቃሴ
5 ተማሪዋ/ው የቤት ስራ
ትሰራለች
6 ተማሪዋ/ው ያልገባውን/ትን
መህምሩን/ሯን
ይጠይቃል/ትጠይቃለች
7 ተማሪው/ዋ በጥሞናማዳመጥ
ይችላል/ትችላለች?
8 ተማሪዋ/ው ለክፍል ውስጥ
መመሪያዎች በትክክል ትኩረት
ይሰጣል/ትሰጣለች?
9 ተማሪው/ዋ የተሰጠውን/ጣትን
ተግባር እስኪጠናቀቅ በትግስት
መስራት ይችላል/ትችላለች?
10 ተማሪዋ/ው በትምህርት ስዓት
በክፍል ውስጥ በሀሳብ
ይፈዛል/ትፈዛለች?

39
 የኢትዮጵያ ሲቪል ሰርቨስ ዩኒቨርሲቲ

በፋይናንስ አስተዳደርና ልማት ኮሌጅ የልማት ምጣኔ ሀብት ትምህርት ክፍል

በተማሪዎች የሚሞላ መጠይቅ

ይህ መጠይቅ የቀረበው በኢትዮጵያ ሲቪል ሰርቪስ ዩኒቨርቲ በፋይናንስ አስተዳዳርና ልማት ኮሌጅ የልማት
ምጣኔ ሀብት ትምህርት ክፍል የሁለተኛ ዲግሪ ተመሪ በሆንኩት በ አዝመራው ልሳን ነው፡፡ ይህን መጠይቅ
በመተንተን የሚገኘው ውጤት በየካ ክፍለ ከተማ የተማሪዎች የትምህርት ቤት ምገባ አስመልክቶ በምሰራው
የመመረቂ ፁህፍ የምገባ የፕሮግራሙ ተጠቃሚ የሆኑ እና በተለያየ ምክንያት ከምገባ ፕሮግራሙ ተጠቃሚ
ያልሆኑ ልጆችን የተሳተፎ እንቅስቃሴ ማለትም በስዓቱ የቤት ስራ ስርቶ መምጣት ፤ የክፍል ስራ መስራት፤
ያልገባቸውን መጠየቅና ሲጠየቁ መመለስ ከክፍል ጓደኞቻቸው ጋር የጋራ ስራዎችን መስራታቸዉን መለካትና
የተጽዕኖ ግምገማ በማድረግ በቀጣይ የምገባ ፕሮግራሙን እንደ ሀገር ለሁሉም ተደራሽ ማድረግ እና ለማሻሻል
የሚረዱ ምክረ ሀሳቦችን ማመንጨት ያስችላል፡፡ ስለትብብርዎ በቅድሚያ አመሰግናሁ፡፡
ክፍል ሶስተሰ በተማሪዎች የሚሞላ ጥያቂ

ክፍል አንድ- ግለሰባዊ መረጃ

መመሪያ-1 እባክዎ በሳጥኑ ውስጥ “√ “ ወይም "X" ምልክት ያድርጉ

መጠይቁ ላይ ስምመጻፍ ኣስከልግም

1 ፆታ 1 ወድ 0 ሴት

2 ዕድሜ ------

3 የክፍል ደረጃ ----

4 የቤተሰብ ብዛት ------------

5 እናት እና አባት/ሽ አንድለይ ይኖራሉ 0 አወ 1 አይ

6 የእናትህትህ/ሽ ከፍተኛ የጨረሱበት ትምህረት ደረጃ -------

7 የናትህ/ሽ የስራ ሁኔታ

8 የእናትህ/ሽ ወረወሃዊ ገቢ ---------

9 የአባትህ/ሽ ከፍተኛ የትምህርት ደረጃ ------

10 የአባትህ የስራ ሁኔታ

11 የ ትምህረት ቤቱ እርቀት በኪሎ ሜትር --------

40
Appendix 1 ATT on academic achievement
Methods of No. participate No. ATT Std.err T
PSM nonparticipant
Nnd analtical 206 81 0.743 0.960 0.774
Nnd bootstrap 206 81 0.743 0.653 1.137
Radius .01= 202 116 2.080 0.871 2.388***
Radius .025 205 124 1.720 0.862 1.994***
Radius .05 206 130 1.706 0.849 2.009***
Radius .09 206 130 1.672 0.840 1.991***
Radius .1 206 130 1.648 0.836 1.971***
Radius .25 206 130 1.592 0.784 2.029***
Radius .5 206 130 1.746 0.746 2.341***
Radius .9 206 130 1.784 0.744 2.398***
Kernel .01 206 130 1.894 0.581 3.261***
Kernel.025 206 130 1.752 0.770 2.274***
Kernel .05 206 130 1.692 0.608 2.783***
Kernel .09 206 130 1.675 0.411 4.072***
Kernel .1 206 130 1.894 0.788 2.403***
Kernel .25 206 130 1.661 0.409 4.060***
Kernel .5 206 130 1.736 0.617 2.813***
Kernel .9 206 130 1.768 0.959 1.843

Appendix 2 ATT on attendance rate

Methods of No. No. ATT Std.err t
PSM participate nonparticipant
NNM 206 81 0.209 0.060 3.514***

41
Radius .01 202 116 0.165 0.067 2.475***
Radius .025 205 124 0.168 0.065 2.576***
Radius .05 206 130 0.166 0.064 2.585***
Radius .09 206 130 0.163 0.063 2.574***
Radius .1 206 130 0.158 0.063 2.502***
Radius .25 206 130 0.126 0.059 2.124***
Radius .5 206 130 0.119 0.056 2.110***
Radius .9 206 130 0.123 0.056 2.181***
Kernel .01 206 130 0.159 0.026 6.074***
Kernel .025 206 130 0.146 0.025 5.865***
Kernel .05 206 130 0.146 0.045 3.240***
Kernel .09 206 130 0.147 0.093 1.585
Kernel .1 206 130 0.146 0.050 2.924***
Kernel .25 206 130 0.125 0.074 1.706
Kernel .5 206 130 0.122 0.028 4.295***
Kernel .9 206 130 0.122 0.020 6.023***

Appendix 3 summary of variables by sort

42
Appendix 4 logit model of participant

43
44
 Appendix 5 probit regression model of covariate

. rbounds attend, gamma(1 (1) 7)

Rosenbaum bounds for attend (N = 336 matched pairs)

Gamma sig+ sig- t-hat+ t-hat- CI+ CI-

----------------------------------------------------------------------
1 0 0 4.5 4.5 4.5 5
2 0 0 4.5 5 4.5 5
3 0 0 4.5 5 4.5 5
4 0 0 4.5 5 4.5 5
5 5.7e-14 0 4.5 5 4.5 5
6 6.1e-12 0 4.5 5 4 5
7 1.7e-10 0 4.5 5 4 5

* gamma - log odds of differential assignment due to unobserved factors

sig+ - upper bound significance level
sig- - lower bound significance level
t-hat+ - upper bound Hodges-Lehmann point estimate
t-hat- - lower bound Hodges-Lehmann point estimate
CI+ - upper bound confidence interval (a= .95)
CI- - lower bound confidence interval (a= .95)

45
Appendix 6 test of sensitivity output

46
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