examine teenage pregnancy in Ghana, focusing on the role and interplay of Ghanaian
and English reading skills, formal educational attainment, and adult literacy program
participation. Pursuing several alternative identification strategies three main results are
established. First, I confirm the finding from previous studies that educational attainment
is negatively related to teenage pregnancy. Second, however, once Ghanaian and English
reading skills are introduced, the association between educational attainment and teenage
pregnancy decreases or disappears altogether. Third, for the girls who have not completed
primary school, adult literacy program participation is associated with a much lower
probability of experiencing a teenage pregnancy.