Little evidence is available to assist policy makers and donors in deciding what kinds of programs in developing countries are more likely to be effective in supporting the entry and continuation of OVC in secondary schools. This is particularly important for females whose education has direct bearing on child mortality in the next generation. This study gathered four kinds of educational outcome measures in two East African countries ravaged by the AIDS/HIV pandemic. The goal was to determine whether direct scholarship aid to individual students versus various forms of block grants would be more effective in promoting lower rates of absenteeism, lower dropout rates, higher national examination scores, and higher pass rates for OVC of both genders. Insufficient evidence was available for recipients of scholarships, but OVC with block grant support performed as well or better than their non-OVC counterparts, and significantly better than OVC without support. Contrary to popular belief, girls had lower rates of absenteeism. There were no gender differences in dropout. However, boys consistently outperformed girls on academic tests. Insufficient data systems continue to impede more detailed analysis. 1. Purpose This research investigated the relative effectiveness of various educational delivery service models to orphans and vulnerable children (OVC) in two East African countries ravaged by the AIDS pandemic. It also examined gender differences in students’ educational outcomes. 2. Perspectives In addition to the intrinsic importance of education and its role in economic growth, a causal link has long been established between education and a range of health outcomes [1, 2]. A meta-analysis of 175 studies showed that for every year of increase in the education of women of reproductive age, child mortality decreased by 9.5% [3]. Increasing access to education and retention at school is instrumental not only in the health and wellbeing of the individual, but also in their future children and families. Being orphaned or made vulnerable can play a role in whether a child goes to school. OVC may lose access to school for several reasons including poverty, need for domestic labor, need for income-generating activities, stigmatization, and parental sickness or death. School enrollment inequities among all types of orphans have been documented throughout sub-Saharan Africa ([4–8]; Bicego et al. [9]). One estimate suggests that orphans are approximately 13% less likely to attend school than nonorphans [4]. Studies have also shown that disparities in grade
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