Findings show that one standard deviation increase in conflict intensity at the province-year level reduces student’s probability of passing the exam by 2.9 percentage points and their total exam scores by 0.096 score points, with greater detrimental impact on girls’ exam results. Human loss to the conflict is theorized as a source of psychological distress to explain the complex relationship between armed conflict and student exam results. Exploiting the province-year variation in exposure to conflict-related casualties in the country over this period, the effect of conflict on exam results is estimated generally and separately for male and female students. This study focuses on Afghanistan and examines this issue using data from its national university entrance exam-the sole determinant of university admission-among all high school graduates in 2014–2019. Abstract There is limited empirical evidence of the effects of armed conflict on student achievement and access to higher education in war-torn countries.
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