Supply-Side School Improvement and the Learning Achievement of the Poorest Children in Indigenous and Rural Schools : The Case of PARE
In the past, research findings indicated that most of the differences in student learning were due to socioeconomic factors, and that, therefore, the effect of direct educational interventions to reduce learning inequality was very limited. However...
| Main Authors: | , |
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| Format: | Policy Research Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2014
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2003/12/2813117/supply-side-school-improvement-learning-achievement-poorest-children-indigenous-rural-schools-case-pare http://hdl.handle.net/10986/17740 |
| Summary: | In the past, research findings indicated
that most of the differences in student learning were due to
socioeconomic factors, and that, therefore, the effect of
direct educational interventions to reduce learning
inequality was very limited. However, the authors show that
learning achievement could increase through appropriately
designed, and reasonably well-implemented interventions. An
examination of Mexico's PARE program reveals that an
increase in learning achievement could be possible for
rural, and indigenous schools. The authors' overall
conclusion is that supply-side interventions can have
substantial effects on the learning achievement of children
in indigenous, and rural schools in poor areas. But greater
attention needs to be paid to the poorest of the
disadvantaged children. This positive conclusion, however,
should be tempered by results of the urban sample,
confirming earlier findings of the negative relationship
between PARE, and student learning growth. |
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