To examine the context of the hand rinse results, we also compared the change in school WASH conditions and pupil behaviors (aggregated at the school level) from baseline to follow-up between the intervention and control schools using two-sample t tests.
Mexico's Programa de Educación, Salud y Alimentación (PROGRESA) had minimal impact on primary school enrolment, which was high at baseline, but at the secondary school level where enrolment started out low, impacts were high: 9.3 percentage points for girls (p =0.0002) and 5.8 points for boys (p =0.005) (transfer amounts were higher for girls to encourage their enrolment).
Second, for the primary, secondary, and ancillary outcomes, Model 2 included study condition as predictor and age, ethnicity, school level, gender, and the baseline level of the outcome variable as control variables.
Second, the model was assessed including study condition as predictor as well as the control variables age, ethnicity, school level, gender, and the baseline level of the outcome variable.
School-level mean scores at follow-up were compared between the intervention and control schools using linear regression (inversely weighted by the standard error of the school-level mean score), including mean baseline school score, deprivation and school size as covariates.
We will check for possible baseline differences between the two conditions in demographic variables (e.g. age, gender, school level, and ethnic background) and depressive symptoms.
The school level intra-class correlations for change in haemoglobin concentration in the baseline adjusted and multivariate adjusted models were 0.086 and 0.082, respectively.
Salpy Baharian, founder of Teacher.org and an experienced educator, believes one of the surest ways to set the baseline for critical thinking is through use of inquiry based teaching in the classroom, even starting at the elementary school level.
Proportions of correct responses to survey items were compared at the school level using Wilcoxon-Matched Pairs /Signed Ranks Tests for analyses of data from Group 1 schools (baseline, immediate post-test and delayed post tests) and for analyses of aggregate data from the 19 schools completing baseline surveys, the intervention and immediate post-tests.
Possible covariates included self-reported age, race, sex, and high school level of education (categorized as less than high school versus high school or more) obtained from Health ABC baseline measurements.
