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Giving a Second Chance: an After-School Program in a Shanty Town Matched against Parent Type


  • Cid, Alejandro


Most discussion of after-school programs in shanty towns has focused on estimating their average effects. The results of these programs are inconclusive and the explanation may be that the effects are heterogeneous. In this paper, we study the influence of how heterogeneity in the type of parents involved in the program affects the performance of their children at school. We measure performance at school according to academic achievement, behavior and grade retention. In line with previous literature, we employ the number of books at home as a proxy for parent type. By using random assignment to evaluate an after-school program in a developing-country shanty town, we find that it is effective in raising children’s school achievement for those with a committed parent type. Thus, this paper provides evidence that the knowledge of the distribution of effects is crucial to guiding public policy and it is not enough just to change the environment in which young people spend their after school hours, increasing time in safe, supervised settings, it is also necessary to take parenting type into account.

Suggested Citation

  • Cid, Alejandro, 2012. "Giving a Second Chance: an After-School Program in a Shanty Town Matched against Parent Type," MPRA Paper 39918, University Library of Munich, Germany.
  • Handle: RePEc:pra:mprapa:39918

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    1. Roland G. Fryer Jr. & Lisa Kahn & Steven D. Levitt & Jörg L. Spenkuch, 2012. "The Plight of Mixed-Race Adolescents," The Review of Economics and Statistics, MIT Press, vol. 94(3), pages 621-634, August.
    2. George A. Akerlof & Rachel E. Kranton, 2000. "Economics and Identity," The Quarterly Journal of Economics, Oxford University Press, vol. 115(3), pages 715-753.
    3. Jeffrey R Kling & Jeffrey B Liebman & Lawrence F Katz, 2007. "Experimental Analysis of Neighborhood Effects," Econometrica, Econometric Society, vol. 75(1), pages 83-119, January.
    4. Aizer, Anna, 2004. "Home alone: supervision after school and child behavior," Journal of Public Economics, Elsevier, vol. 88(9-10), pages 1835-1848, August.
    5. Zimmer, Ron & Hamilton, Laura & Christina, Rachel, 2010. "After-school tutoring in the context of no Child Left Behind: Effectiveness of two programs in the Pittsburgh Public Schools," Economics of Education Review, Elsevier, vol. 29(1), pages 18-28, February.
    6. Ernesto Dal Bó & Martín A. Rossi, 2011. "Term Length and the Effort of Politicians," Review of Economic Studies, Oxford University Press, vol. 78(4), pages 1237-1263.
    7. repec:oup:restud:v:78:y::i:4:p:1237-1263 is not listed on IDEAS
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    after-school; education; impact evaluation; randomized experiment;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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