Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes

Cash transfer programmes are a popular social protection tool in developing countries that aim, among other things, to improve education outcomes in developing countries. The debate over whether these programmes should include conditions has been at the forefront of recent policy discussions. This s...

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Main Authors:	Baird, Sarah, Ferreira, Francisco H.G., Özler, Berk, Woolcock, Michael
Format:	Journal Article
Language:	en_US
Published:	Taylor and Francis 2014
Subjects:	cash transfers education conditionality systematic review meta-analysis conditional cash transfers unconditional cash transfers enrollment education test scores
Online Access:	http://hdl.handle.net/10986/18085

id	okr-10986-18085
recordtype	oai_dc
spelling	okr-10986-180852021-04-23T14:03:41Z Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes Baird, Sarah Ferreira, Francisco H.G. Özler, Berk Woolcock, Michael cash transfers education conditionality systematic review meta-analysis conditional cash transfers unconditional cash transfers enrollment education test scores Cash transfer programmes are a popular social protection tool in developing countries that aim, among other things, to improve education outcomes in developing countries. The debate over whether these programmes should include conditions has been at the forefront of recent policy discussions. This systematic review aims to complement the existing evidence on the effectiveness of these programmes in improving schooling outcomes and help inform the debate surrounding the design of cash transfer programmes. Using data from 75 reports that cover 35 different studies, the authors find that both conditional cash transfers (CCTs) and unconditional cash transfers (UCTs) improve the odds of being enrolled in and attending school compared to no cash transfer programme. The effect sizes for enrolment and attendance are always larger for CCTs compared to UCTs, but the difference is not statistically significant. When programmes are categorised as having no schooling conditions, having some conditions with minimal monitoring and enforcement and having explicit conditions that are monitored and enforced, a much clearer pattern emerges whereby programmes that are explicitly conditional, monitor compliance and penalise non-compliance have substantively larger effects (60% improvement in odds of enrolment). Unlike enrolment and attendance, the effectiveness of cash transfer programmes on improving test scores is small at best. More research is needed that examines longer-term outcomes such as test scores and, more generally, evaluating the impacts of UCTs. 2014-04-28T14:51:20Z 2014-04-28T14:51:20Z 2014-03-06 Journal Article Journal of Development Effectiveness 1943-9342 http://hdl.handle.net/10986/18085 en_US CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Taylor and Francis Publications & Research :: Journal Article
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	en_US
topic	cash transfers education conditionality systematic review meta-analysis conditional cash transfers unconditional cash transfers enrollment education test scores
spellingShingle	cash transfers education conditionality systematic review meta-analysis conditional cash transfers unconditional cash transfers enrollment education test scores Baird, Sarah Ferreira, Francisco H.G. Özler, Berk Woolcock, Michael Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes
description	Cash transfer programmes are a popular social protection tool in developing countries that aim, among other things, to improve education outcomes in developing countries. The debate over whether these programmes should include conditions has been at the forefront of recent policy discussions. This systematic review aims to complement the existing evidence on the effectiveness of these programmes in improving schooling outcomes and help inform the debate surrounding the design of cash transfer programmes. Using data from 75 reports that cover 35 different studies, the authors find that both conditional cash transfers (CCTs) and unconditional cash transfers (UCTs) improve the odds of being enrolled in and attending school compared to no cash transfer programme. The effect sizes for enrolment and attendance are always larger for CCTs compared to UCTs, but the difference is not statistically significant. When programmes are categorised as having no schooling conditions, having some conditions with minimal monitoring and enforcement and having explicit conditions that are monitored and enforced, a much clearer pattern emerges whereby programmes that are explicitly conditional, monitor compliance and penalise non-compliance have substantively larger effects (60% improvement in odds of enrolment). Unlike enrolment and attendance, the effectiveness of cash transfer programmes on improving test scores is small at best. More research is needed that examines longer-term outcomes such as test scores and, more generally, evaluating the impacts of UCTs.
format	Journal Article
author	Baird, Sarah Ferreira, Francisco H.G. Özler, Berk Woolcock, Michael
author_facet	Baird, Sarah Ferreira, Francisco H.G. Özler, Berk Woolcock, Michael
author_sort	Baird, Sarah
title	Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes
title_short	Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes
title_full	Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes
title_fullStr	Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes
title_full_unstemmed	Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes
title_sort	conditional, unconditional and everything in between : a systematic review of the effects of cash transfer programs on schooling outcomes
publisher	Taylor and Francis
publishDate	2014
url	http://hdl.handle.net/10986/18085
_version_	1764438835237748736

Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes

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