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Effects on school enrollment and performance of a conditional transfers program in Mexico

Author

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  • Dubois, P.
  • De Janvry, A.
  • Sadoulet, E.

Abstract

We study the effects of a conditional transfers program on school enrollment and performance in Mexico. We provide a theoretical framework for analyzing the dynamic educational decision and process including the endogeneity and uncertainty of performance (passing grades) and the effect of a conditional cash transfer program for children enrolled at school. Careful identification of the program impact on this model is studied. This framework is used to study the Mexican social program Progresa in which a randomized experiment has been implemented and allows us to identify the effect of the conditional cash transfer program on enrollment and performance at school. Using the rules of the conditional program, we can explain the different incentive effects provided. We also derive the formal identifying assumptions needed to provide consistent estimates of the average treatment effects on enrollment and performance at school. We estimate empirically these effects and find that Progresa had always a positive impact on school continuation whereas for performance it had a positive impact at primary school but a negative one at secondary school, a possible consequence of disincentives due to the program termination after the third year of secondary school. ...French Abstract : Les auteurs étudient les effets d'un programme de transferts conditionnels sur l'inscription et la performance a l'école au Mexique. Ils élaborent un modèle théorique permettant d'analyser les décisions dynamiques d'éducation tenant compte de l'endogénéité et de l'incertitude sur la performance (redoublement) et l'effet d'un programme conditionnel de transferts pour les enfants inscrits à l'école. L'identification de l'impact du programme sur ce modèle est étudiée. Ce modèle est utilisé pour étudier le programme social mexicain Progresa dans lequel une expérience randomisée a été implémentée et permet d'identifier les effets du programme conditionnel de transferts sur l'inscription et la performance à l'école. En utilisant les règles du programme conditionnel, les auteurs peuvent expliquer les différents effets incitatifs. Ils dérivent aussi les conditions d'identification formelles nécessaires pour obtenir des estimations sans biais de l'effet de traitement moyen sur l'inscription et la performance à l'école. Ils estiment empiriquement ces effets et trouvent que Progresa a toujours un impact positif sur la probabilité de continuer l'école alors que pour la performance il a un impact positif à l'école primaire mais négatif au secondaire, ce qui peut être une conséquence des effets désincitatifs dus à l'arrêt du programme après la troisième année du secondaire.

Suggested Citation

  • Dubois, P. & De Janvry, A. & Sadoulet, E., 2002. "Effects on school enrollment and performance of a conditional transfers program in Mexico," Economics Working Paper Archive (Toulouse) 36, French Institute for Agronomy Research (INRA), Economics Laboratory in Toulouse (ESR Toulouse).
    • Handle: RePEc:rea:inrawp:36
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    Cited by:

    1. Sadoulet, Elisabeth & de Janvry, Alain, 2003. "Targeting and Calibrating Educational Grants for Greater Efficiency," CUDARE Working Papers 25111, University of California, Berkeley, Department of Agricultural and Resource Economics.
    2. David Coady & César Martinelli & Susan W. Parker, 2013. "Information and Participation in Social Programs," The World Bank Economic Review, World Bank, vol. 27(1), pages 149-170.
    3. Heinrich, Carolyn J., 2007. "Demand and Supply-Side Determinants of Conditional Cash Transfer Program Effectiveness," World Development, Elsevier, vol. 35(1), pages 121-143, January.
    4. Del Rey, Elena & Estevan, Fernanda, 2013. "Conditional cash transfers and education quality in the presence of credit constraints," Economics of Education Review, Elsevier, vol. 34(C), pages 76-84.
    5. Gitter, Seth R. & Barham, Bradford L., 2007. "Credit, Natural Disasters, Coffee, and Educational Attainment in Rural Honduras," World Development, Elsevier, vol. 35(3), pages 498-511, March.

    More about this item

    Keywords

    EDUCATION DEMAND; SCHOOLING DECISIONS; SCHOOL PERFORMANCE; DYNAMIC DECISIONS; TREATMENT EFFECTS; TRANSFER PROGRAM; RANDOMIZED EXPERIMENT ; MODELE ECONOMETRIQUE; PROGRAMME D'ENSEIGNEMENT; INTEGRATION SOCIALE; PERFORMANCE; RENOVATION PEDAGOGIQUE ; MEXIQUE;
    All these keywords.

    JEL classification:

    • C14 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Semiparametric and Nonparametric Methods: General
    • C25 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Discrete Regression and Qualitative Choice Models; Discrete Regressors; Proportions; Probabilities
    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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