Impacts of PROSPERA on Enrollment, School Trajectories, and Learning
Many studies have demonstrated that Mexico's conditional cash transfer program, PROSPERA, has substantial effects on educational attainment. Nevertheless, little evidence exists on whether increases in time spent in school have led to higher l...
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World Bank, Washington, DC
2019
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| Online Access: | http://documents.worldbank.org/curated/en/377921568051174502/Impacts-of-PROSPERA-on-Enrollment-School-Trajectories-and-Learning http://hdl.handle.net/10986/32374 |
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okr-10986-323742022-09-19T12:17:08Z Impacts of PROSPERA on Enrollment, School Trajectories, and Learning Behrman, Jere R. Parker, Susan W. Todd, Petra STUDENT ACHIEVEMENT LEARNING ACHIEVEMENT ENROLLMENT CONDITIONAL CASH TRANSFER EDUCATION QUALITY STANDARDIZED TEST SCORES INDIGENOUS POPULATION SECONDARY EDUCATION Many studies have demonstrated that Mexico's conditional cash transfer program, PROSPERA, has substantial effects on educational attainment. Nevertheless, little evidence exists on whether increases in time spent in school have led to higher learning in the context of the poor areas where PROSPERA principally operates, which tend to have overall low school quality. This study combines data from nationwide achievement tests with administrative data on PROSPERA beneficiaries to estimate impacts on achievement tests. The analysis finds significant effects on learning, as measured by standardized achievement tests, on the order of magnitude of 0.05 to standard deviation, with larger effects for indigenous children. The analysis also confirms large effects on enrollment in secondary and high school, using administrative school enrollment data rather than self-reported household-level data, as generally used in previous studies. Finally, given the existence of several alternative tracks in secondary and high school, the study also examines where PROSPERA beneficiaries enroll. The findings show that most of the increase in enrollment occurs in tele-secondary schools and, at the high school level, in general high schools. 2019-09-12T14:56:41Z 2019-09-12T14:56:41Z 2019-09 Working Paper http://documents.worldbank.org/curated/en/377921568051174502/Impacts-of-PROSPERA-on-Enrollment-School-Trajectories-and-Learning http://hdl.handle.net/10986/32374 English Policy Research Working Paper;No. 9000 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Latin America & Caribbean Mexico |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
STUDENT ACHIEVEMENT LEARNING ACHIEVEMENT ENROLLMENT CONDITIONAL CASH TRANSFER EDUCATION QUALITY STANDARDIZED TEST SCORES INDIGENOUS POPULATION SECONDARY EDUCATION |
| spellingShingle |
STUDENT ACHIEVEMENT LEARNING ACHIEVEMENT ENROLLMENT CONDITIONAL CASH TRANSFER EDUCATION QUALITY STANDARDIZED TEST SCORES INDIGENOUS POPULATION SECONDARY EDUCATION Behrman, Jere R. Parker, Susan W. Todd, Petra Impacts of PROSPERA on Enrollment, School Trajectories, and Learning |
| geographic_facet |
Latin America & Caribbean Mexico |
| relation |
Policy Research Working Paper;No. 9000 |
| description |
Many studies have demonstrated that
Mexico's conditional cash transfer program, PROSPERA,
has substantial effects on educational attainment.
Nevertheless, little evidence exists on whether increases in
time spent in school have led to higher learning in the
context of the poor areas where PROSPERA principally
operates, which tend to have overall low school quality.
This study combines data from nationwide achievement tests
with administrative data on PROSPERA beneficiaries to
estimate impacts on achievement tests. The analysis finds
significant effects on learning, as measured by standardized
achievement tests, on the order of magnitude of 0.05 to
standard deviation, with larger effects for indigenous
children. The analysis also confirms large effects on
enrollment in secondary and high school, using
administrative school enrollment data rather than
self-reported household-level data, as generally used in
previous studies. Finally, given the existence of several
alternative tracks in secondary and high school, the study
also examines where PROSPERA beneficiaries enroll. The
findings show that most of the increase in enrollment occurs
in tele-secondary schools and, at the high school level, in
general high schools. |
| format |
Working Paper |
| author |
Behrman, Jere R. Parker, Susan W. Todd, Petra |
| author_facet |
Behrman, Jere R. Parker, Susan W. Todd, Petra |
| author_sort |
Behrman, Jere R. |
| title |
Impacts of PROSPERA on Enrollment, School Trajectories, and Learning |
| title_short |
Impacts of PROSPERA on Enrollment, School Trajectories, and Learning |
| title_full |
Impacts of PROSPERA on Enrollment, School Trajectories, and Learning |
| title_fullStr |
Impacts of PROSPERA on Enrollment, School Trajectories, and Learning |
| title_full_unstemmed |
Impacts of PROSPERA on Enrollment, School Trajectories, and Learning |
| title_sort |
impacts of prospera on enrollment, school trajectories, and learning |
| publisher |
World Bank, Washington, DC |
| publishDate |
2019 |
| url |
http://documents.worldbank.org/curated/en/377921568051174502/Impacts-of-PROSPERA-on-Enrollment-School-Trajectories-and-Learning http://hdl.handle.net/10986/32374 |
| _version_ |
1764476408902451200 |