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Factores promotores o bloqueadores del éxito educativo en poblaciones vulnerables. Resultados y reflexiones a partir del Programa de Aulas Comunitarias

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  • Silvana Grosso

    (Departamento de Economía, Facultad de Ciencias Sociales, Universidad de la República)

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    Abstract

    This paper analyzes key factors for educational success in vulnerable populations, using the experience of “Programa de Aulas Comunitarias” (PAC) of INFAMILIA-CES. This program –an institutional arrangement new for Uruguay- consists in formal and informal education based on OSC territorial experience. The objective is to attract teens who drop- out at the first year of lower secondary, with an emphasis on motivational, integration and interactional issues. By the estimation of probit models, we present evidence that such programs are successful in situations of educational failure at disadvantaged students, and that their teaching approach has relevance both in achievement and permanence in the system. Family involvement plays an important role in at student's performance. However, there exist some "hard core" of students that the program cannot retain, consisting mainly in those who work or perform tasks at home. It will be necessary to evaluate additional measures to reach all them.

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    Bibliographic Info

    Paper provided by Department of Economics - dECON in its series Documentos de Trabajo (working papers) with number 2510.

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    Length: 58 pages
    Date of creation: Dec 2010
    Date of revision:
    Handle: RePEc:ude:wpaper:2510

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    Related research

    Keywords: school success; educational policies; disadvantaged students; Programa de Aulas Comunitarias (PAC);

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    1. Psacharopoulos, George & Patrinos, Harry Anthony, 2002. "Returns to investment in education : a further update," Policy Research Working Paper Series 2881, The World Bank.
    2. repec:fth:prinin:366 is not listed on IDEAS
    3. Samuel Berlinski & Sebastian Galiani & Marco Manacorda, 2007. "Giving Children a Better Start: Preschool Attendance and School-Age Profiles," Working Papers 618, Queen Mary, University of London, School of Economics and Finance.
    4. David Card & Alan Krueger, 1996. "School Resources and Student Outcomes: An Overview of the Literature and New Evidence from North and South Carolina," Working Papers 745, Princeton University, Department of Economics, Industrial Relations Section..
    5. Pritchett, Lant & Filmer, Deon, 1999. "What education production functions really show: a positive theory of education expenditures," Economics of Education Review, Elsevier, vol. 18(2), pages 223-239, April.
    6. Eric A. Hanushek, 1979. "Conceptual and Empirical Issues in the Estimation of Educational Production Functions," Journal of Human Resources, University of Wisconsin Press, vol. 14(3), pages 351-388.
    7. Hakkinen, Iida & Kirjavainen, Tanja & Uusitalo, Roope, 2003. "School resources and student achievement revisited: new evidence from panel data," Economics of Education Review, Elsevier, vol. 22(3), pages 329-335, June.
    8. Colm Harmon & Hessel Oosterbeek & Ian Walker, 2003. "The Returns to Education: Microeconomics," Journal of Economic Surveys, Wiley Blackwell, vol. 17(2), pages 115-156, 04.
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