Empowering parents to improve education : evidence from rural Mexico
AbstractMexico's compensatory education program provides extra resources to primary schools that enroll disadvantaged students in highly disadvantaged rural communities. One of the most important components of the program is the school-based management intervention known as AGEs. The impact of the AGEs is assessed on intermediate school quality indicators (failure, repetition and dropout), controlling for the presence of the conditional cash transfer program. Results prove that school-based management is an effective measure for improving outcomes, based on an over time difference-in-difference evaluation. Complementary qualitative evidence corroborates the veracity of such findings.
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Bibliographic InfoPaper provided by The World Bank in its series Policy Research Working Paper Series with number 3935.
Date of creation: 01 May 2008
Date of revision:
Tertiary Education; Education For All; Teaching and Learning; Primary Education; Disability; Economics of Education;
Other versions of this item:
- Gertler, Paul J. & Patrinos, Harry Anthony & Rubio-Codina, Marta, 2012. "Empowering parents to improve education: Evidence from rural Mexico," Journal of Development Economics, Elsevier, vol. 99(1), pages 68-79.
- I20 - Health, Education, and Welfare - - Education - - - General
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-AGR-2006-06-10 (Agricultural Economics)
- NEP-ALL-2006-06-10 (All new papers)
- NEP-DEV-2006-06-10 (Development)
- NEP-EDU-2006-06-10 (Education)
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