evidence: Bearing those caveats in mind, these results suggest that to achieve access and quality, especially in primary education, specifically targeting girls may not always be necessary to help those girls succeed. If policy makers want to help girls learn, one strategy will be to make schools better for all children. [...] School grants 24 (9%) [...] None of these differences are statistically significant at standard levels (table S3.4 in the supplementary online appendix).