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Thanks for your question. We had originally planned our sub-group analysis to be by gender of the child, child age, and enrollment status at the baseline. In previous work using the baseline data from the survey (Akresh, Bagby, de Walque and Kazianga, 2012), we found that households use a child's cognitive ability to determine which children get to go to school, and this finding motivated us to look how the impacts of conditional and unconditional cash transfers vary with a child’s cognitive ability.You can find this paper here: http://ideas.repec.org/p/wbk/wbrwps/5965.html