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Parent's Participation, Involvement and Impact on Student Achievment: Evidence from a Randomized Evaluation in South Africa

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  • Adrien Bouguen

    (PSE - Paris-Jourdan Sciences Economiques - CNRS - Centre National de la Recherche Scientifique - ENPC - École des Ponts ParisTech - EHESS - École des hautes études en sciences sociales - INRA - Institut National de la Recherche Agronomique - ENS Paris - École normale supérieure - Paris - PSL - Université Paris sciences et lettres, PSE - Paris School of Economics - ENPC - École des Ponts ParisTech - ENS Paris - École normale supérieure - Paris - PSL - Université Paris sciences et lettres - UP1 - Université Paris 1 Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique - EHESS - École des hautes études en sciences sociales - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

  • Kamilla Gumede

    (Aarhus University [Aarhus])

  • Marc Gurgand

    () (PSE - Paris-Jourdan Sciences Economiques - CNRS - Centre National de la Recherche Scientifique - ENPC - École des Ponts ParisTech - EHESS - École des hautes études en sciences sociales - INRA - Institut National de la Recherche Agronomique - ENS Paris - École normale supérieure - Paris - PSL - Université Paris sciences et lettres, PSE - Paris School of Economics - ENPC - École des Ponts ParisTech - ENS Paris - École normale supérieure - Paris - PSL - Université Paris sciences et lettres - UP1 - Université Paris 1 Panthéon-Sorbonne - CNRS - Centre National de la Recherche Scientifique - EHESS - École des hautes études en sciences sociales - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

Abstract

This article investigates the role of parents by looking at the effect of a parental involvement program implemented in poor primary school in South Africa. Based on a random variation of the program assignment and on a partial population design, it allows to rigorously identify impacts on parental involvement, on the relationship between parents and teachers and on student outcomes. We find mixed results suggesting that parents who volunteer to attend the meetings changed their behavior toward more involvement at home and at school. Such behavioral change appears stronger for a subgroup of parents whose children is enrolled in the facilitating teacher's class, suggesting positive interactions between parents and teachers. Yet, no cognitive or non cognitive impact on students can be detected. We interpret these disappointing results as evidence that in a developing country context, parents face constraints that makes such program unable to have significant effects on student performances

Suggested Citation

  • Adrien Bouguen & Kamilla Gumede & Marc Gurgand, 2015. "Parent's Participation, Involvement and Impact on Student Achievment: Evidence from a Randomized Evaluation in South Africa," Working Papers halshs-01241957, HAL.
  • Handle: RePEc:hal:wpaper:halshs-01241957
    Note: View the original document on HAL open archive server: https://halshs.archives-ouvertes.fr/halshs-01241957
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    References listed on IDEAS

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    1. Aizer, Anna, 2004. "Home alone: supervision after school and child behavior," Journal of Public Economics, Elsevier, vol. 88(9-10), pages 1835-1848, August.
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