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Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua

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  • John Maluccio
  • Alexis Murphy
  • Ferdinando Regalia

Abstract

The authors use a randomised evaluation to examine the effect of a conditional cash transfer programme on grade progression in Nicaragua from 1999 to 2003, putting the spotlight on initial supply-side conditions and the extent to which they conditioned programme effectiveness. Their principal findings are that the programme had a substantial effect on grade progression and it was more effective in areas with autonomous schools. At the same time, it was also more effective in intervention areas with poor initial supply conditions as measured by indicators of grade availability and distance to school. These areas had lower outcomes before the programme, and thus more room for improvement. The results suggest that initial school supply conditions are not insurmountable obstacles for the successful implementation of a conditional cash transfer (CCT) programme, as long as these constraints are identified at the planning stage and mechanisms put in place to address them during execution.

Suggested Citation

  • John Maluccio & Alexis Murphy & Ferdinando Regalia, 2010. "Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua," Journal of Development Effectiveness, Taylor & Francis Journals, vol. 2(1), pages 87-116.
    • Handle: RePEc:taf:jdevef:v:2:y:2010:i:1:p:87-116
    DOI: 10.1080/19439340903584085
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    References listed on IDEAS

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    1. Ferdinando Regalía & Leslie Castro, 2007. "Performance-based Incentives for Health: Demand- and Supply-Side Incentives in the Nicaraguan Red de Protección Social," Working Papers 119, Center for Global Development.
    2. World Bank, 2001. "Nicaragua Poverty Assessment : Challenges and Opportunities for Poverty Reduction, Volume 1. Main Report," World Bank Publications - Reports 15531, The World Bank Group.
    3. Ariel Fiszbein & Norbert Schady & Francisco H.G. Ferreira & Margaret Grosh & Niall Keleher & Pedro Olinto & Emmanuel Skoufias, 2009. "Conditional Cash Transfers : Reducing Present and Future Poverty," World Bank Publications - Books, The World Bank Group, number 2597.
    4. World Bank, 2001. "Nicaragua Poverty Assessment : Challenges and Opportunities for Poverty Reduction, Volume 2. Annexes," World Bank Publications - Reports 15532, The World Bank Group.
    5. Skoufias, Emmanuel, 2005. "PROGRESA and its impacts on the welfare of rural households in Mexico:," Research reports 139, International Food Policy Research Institute (IFPRI).
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    Cited by:

    1. Scarlato, Margherita & D'Agostino, Giorgio, 2016. "The political economy of cash transfers: a comparative analysis of Latin American and sub-Saharan African experiences," IDOS Discussion Papers 6/2016, German Institute of Development and Sustainability (IDOS).
    2. KUMARA, Ajantha Sisira & PFAU, Wade Donald, 2010. "IMPACT of Cash Transfer Programs on School Attendance and Child Poverty: An Ex-ante Simulation for Sri Lanka," MPRA Paper 30501, University Library of Munich, Germany, revised 11 Aug 2010.
    3. Jessica Todd & Paul Winters & Guy Stecklov, 2012. "Evaluating the impact of conditional cash transfer programs on fertility: the case of the Red de Protección Social in Nicaragua," Journal of Population Economics, Springer;European Society for Population Economics, vol. 25(1), pages 267-290, January.
    4. Sandra García & Juan Saavedra, 2017. "Educational Impacts and Cost-Effectiveness of Conditional Cash Transfer Programs in Developing Countries: A Meta-Analysis," NBER Working Papers 23594, National Bureau of Economic Research, Inc.
    5. Francesco Burchi & Margherita Scarlato & Giorgio d'Agostino, 2018. "Addressing Food Insecurity in Sub‐Saharan Africa: The Role of Cash Transfers," Poverty & Public Policy, John Wiley & Sons, vol. 10(4), pages 564-589, December.
    6. David K Evans & Fei Yuan, 2022. "What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls," The World Bank Economic Review, World Bank, vol. 36(1), pages 244-267.
    7. Limodio, Nicola, 2011. "The impact of pro-vulnerable income transfers : Leisure, dependency and a distribution hypothesis," Policy Research Working Paper Series 5881, The World Bank.
    8. Barham, Tania & Macours, Karen & Maluccio, John A., 2013. "More Schooling and More Learning?: Effects of a Three-Year Conditional Cash Transfer Program in Nicaragua after 10 Years," IDB Publications (Working Papers) 4584, Inter-American Development Bank.
    9. Ma, Zhao & Bauchet, Jonathan & Steele, Diana & Godoy, Ricardo & Radel, Claudia & Zanotti, Laura, 2017. "Comparison of Direct Transfers for Human Capital Development and Environmental Conservation," World Development, Elsevier, vol. 99(C), pages 498-517.
    10. Ham, Andrés & Michelson, Hope C., 2018. "Does the form of delivering incentives in conditional cash transfers matter over a decade later?," Journal of Development Economics, Elsevier, vol. 134(C), pages 96-108.
    11. Galiani, Sebastian & McEwan, Patrick J., 2013. "The heterogeneous impact of conditional cash transfers," Journal of Public Economics, Elsevier, vol. 103(C), pages 85-96.
    12. Scarlato, Margherita, 2012. "Social Enterprise, Capabilities and Development: Lessons from Ecuador," MPRA Paper 37618, University Library of Munich, Germany.
    13. Xiaodong Zheng & Shuangyue Shangguan & Zheng Shen & Hualei Yang, 2023. "Social Pensions and Children’s Educational Outcomes: The Case of New Rural Pension Scheme in China," Journal of Family and Economic Issues, Springer, vol. 44(2), pages 502-521, June.

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