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Did PROGRESA send drop-outs back to school?

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  • Valdés, Nieves

Abstract

This paper analyzes the effect of PROGRESA education grants on school enrollment. It looks at its effect on total school enrollment and in particular on school enrollment of drop-outs, i.e. those children who face a re-enrollment decision since they were not enrolled in school the year prior to the implementation of the PROGRESA program. Estimates of the impact of PROGRESA education grants on drop-outs and non-drop-outs are obtained applying difference estimation and maximum likelihood estimation of a reduced form equation for schooling decision. Differences in results between both groups of children are discussed looking at the distribution of marginal effects. PROGRESA did send drop-outs back to school. It had a larger effect on drop-outs than on non-drop-outs. However, for the particular group of girls who dropped out of school just before attending secondary school PROGRESA grants only had a minor effect. This last finding highlights the fact that determinants of the schooling decision are different for young girls and that PROGRESA grants do not provide a strong enough incentive to send them back to school.

Suggested Citation

  • Valdés, Nieves, 2008. "Did PROGRESA send drop-outs back to school?," UC3M Working papers. Economics we085926, Universidad Carlos III de Madrid. Departamento de Economía.
    • Handle: RePEc:cte:werepe:we085926
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    Cited by:

    1. Valdés, Nieves, 2009. "The school reentry decision on poor girls: structural estimation and policy analysis using PROGRESA database," UC3M Working papers. Economics we101406, Universidad Carlos III de Madrid. Departamento de Economía.

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    More about this item

    Keywords

    Anti-poverty program evaluation;

    JEL classification:

    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • C23 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Models with Panel Data; Spatio-temporal Models
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • I38 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - Government Programs; Provision and Effects of Welfare Programs

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