Compensatory Education for Disadvantaged Students : Evidence from an Impact Evaluation Study in Mexico
Effectively educating all citizens is difficult in a geographically disperse and culturally heterogeneous country such as Mexico. How should Mexico educate the type of students who speak no Spanish, live in villages inaccessible by roads, or come f...
| Main Authors: | , , |
|---|---|
| Format: | Brief |
| Language: | English |
| Published: |
World Bank, Washington, DC
2012
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2005/04/6182122/compensatory-education-disadvantaged-students-evidence-impact-evaluation-study-mexico http://hdl.handle.net/10986/10335 |
| Summary: | Effectively educating all citizens is
difficult in a geographically disperse and culturally
heterogeneous country such as Mexico. How should Mexico
educate the type of students who speak no Spanish, live in
villages inaccessible by roads, or come from families that
cannot afford school uniforms? Mexico began to address this
challenge as early as 1971 by creating the National Council
of Education Promotion (CONAFE), a division of Mexico's
Secretariat of Public Education (SEP). CONAFE provides extra
resources to schools that enroll disadvantaged students.
CONAFE's compensatory education (see Box 1) programs
now support more than three million students in pre-primary
and primary education, and about one million students in
telesecundaria education, or secondary education delivered
via satellite television to remote schools. A recent
evaluation of the impact of CONAFE's compensatory
programs finds that CONAFE is most effective in improving
primary school math learning and secondary school Spanish
learning. Telesecundaria education and bilingual education
for indigenous students are both shown to improve student
achievement. CONAFE is also shown to lower primary school
repetition and failure rates. |
|---|