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Educational Impacts and Cost-Effectiveness of Conditional Cash Transfer Programs in Developing Countries: A Meta-analysis

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  • Juan Esteban Saavedra
  • Sandra García

Abstract

We meta-analyze enrollment, attendance and dropout impact and cost-effectiveness estimates from forty-two CCT program evaluations in fifteen developing countries. Average impacts and cost-effectiveness estimates for all outcomes in primary and secondary schooling are statistically different from zero, with considerable heterogeneity. CCT programs are, all else constant, most impactful and cost-effective for programs that, in addition to transfers to families, also provide supply-side complements—such as infrastructure or additional teachers. Impacts are also larger in programs with infrequent payments and more stringent schooling conditions, which aligns with previous singleprogram evidence. Impact and cost-effectiveness estimates from randomized research designs are smaller than those from observational studies. ***** Metaanalizamos el impacto y la costo-efectividad de la cobertura, asistencia y deserción de 42 evaluaciones de Programas de Transferencias Monetarias Condicionadas (TMC) en 15 países en desarrollo. El impacto promedio y la costo-efectividad de todos los resultados en primaria y secundaria son estadísticamente diferentes de cero, con gran heterogeneidad. Las TMC son, todo lo demás constante, de mayor impacto y costo-efectividad para programas que, además de las transferencias a las familias, también proveen subsidios desde la oferta –como infraestructura o profesores adicionales. El impacto también es mayor en programas cuyo pago no es frecuente y exigen condiciones de escolarización más estrictas, acorde con evidencia previa de programas individuales. El impacto y la costoefectividad de investigaciones con disenos aleatorios son menores que en el caso de los estudios observacionales.

Suggested Citation

  • Juan Esteban Saavedra & Sandra García, 2013. "Educational Impacts and Cost-Effectiveness of Conditional Cash Transfer Programs in Developing Countries: A Meta-analysis," Documentos de trabajo 17695, Escuela de Gobierno - Universidad de los Andes.
    • Handle: RePEc:col:000547:017695
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    Cited by:

    1. Felipe Barrera-Osorio & Deon Filmer, 2016. "Incentivizing Schooling for Learning: Evidence on the Impact of Alternative Targeting Approaches," Journal of Human Resources, University of Wisconsin Press, vol. 51(2), pages 461-499.
    2. Sudhanshu Handa & Silvio Daidone & Amber Peterman & Benjamin Davis & Audrey Pereira & Tia Palermo & Jennifer Yablonski, 2018. "Myth-Busting? Confronting Six Common Perceptions about Unconditional Cash Transfers as a Poverty Reduction Strategy in Africa," The World Bank Research Observer, World Bank, vol. 33(2), pages 259-298.
    3. Fiorella Benedetti & Pablo Ibarrarán & Patrick J. McEwan, 2016. "Do Education and Health Conditions Matter in a Large Cash Transfer? Evidence from a Honduran Experiment," Economic Development and Cultural Change, University of Chicago Press, vol. 64(4), pages 759-793.
    4. Justino, Patricia, 2016. "Supply and demand restrictions to education in conflict-affected countries: New research and future agendas," International Journal of Educational Development, Elsevier, vol. 47(C), pages 76-85.
    5. Seiro Ito & Abu S. Shonchoy, 2020. "Seasonality, Academic Calendar and School Drop-outs in Developing Countries," Working Papers 2013, Florida International University, Department of Economics.
    6. Katherine Eyal & Lindokuhle Njozela, 2016. "What Difference Does A Year Make? The Cumulative Effect of Missing Cash Transfers on Schooling Attainment," SALDRU Working Papers 186, Southern Africa Labour and Development Research Unit, University of Cape Town.
    7. Zurab Abramishvili & Lasha Lanchava, 2015. "Education for the Poor," CERGE-EI Working Papers wp542, The Center for Economic Research and Graduate Education - Economics Institute, Prague.

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