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Supply-side school improvement and the learning achievement of the poorest children in indigenous and rural schools - the case of PARE

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  • Paqueo, Vicente
  • Lopez-Acevedo, Gladys

Abstract

In the past, research findings indicated that most of the differences in student learning were due to socioeconomic factors, and that, therefore, the effect of direct educational interventions to reduce learning inequality was very limited. However, the authors show that learning achievement could increase through appropriately designed, and reasonably well-implemented interventions. An examination of Mexico's PARE program reveals that an increase in learning achievement could be possible for rural, and indigenous schools. The authors'overall conclusion is that supply-side interventions can have substantial effects on the learning achievement of children in indigenous, and rural schools in poor areas. But greater attention needs to be paid to the poorest of the disadvantaged children. This positive conclusion, however, should be tempered by results of the urban sample, confirming earlier findings of the negative relationship between PARE, and student learning growth.

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Bibliographic Info

Paper provided by The World Bank in its series Policy Research Working Paper Series with number 3172.

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Date of creation: 01 Dec 2003
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Handle: RePEc:wbk:wbrwps:3172

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Related research

Keywords: Public Health Promotion; Teaching and Learning; Educational Sciences; Primary Education; Health Monitoring&Evaluation; Teachingand Learning; Primary Education; Gender and Education; Educational Sciences; Health Monitoring&Evaluation;

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Cited by:
  1. Gertler, Paul J. & Patrinos, Harry Anthony & Rubio-Codina, Marta, 2012. "Empowering parents to improve education: Evidence from rural Mexico," Journal of Development Economics, Elsevier, Elsevier, vol. 99(1), pages 68-79.
  2. Rodríguez, Catherine & Sánchez, Fabio & Armenta, Armando, 2010. "Do Interventions at School Level Improve Educational Outcomes? Evidence from a Rural Program in Colombia," World Development, Elsevier, Elsevier, vol. 38(3), pages 415-428, March.
  3. Shapiro, Joseph & Trevino, Jorge Moreno, 2004. "Compensatory education for disadvantaged Mexican students : an impact evaluation using propensity score matching," Policy Research Working Paper Series 3334, The World Bank.
  4. World Bank, 2005. "Mexico : Determinants of Learning Policy Note," World Bank Other Operational Studies 8284, The World Bank.
  5. World Bank, 2008. "Colombia - The Quality of Education in Colombia : An Analysis and Options for a Policy Agenda," World Bank Other Operational Studies 7875, The World Bank.

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