Empowering parents to improve education: evidence form rural Mexico

By: Contributor(s): Material type: TextTextSeries: Policy Research Working Paper, NO. 3935 | Impact Evaluation series, no. 1Publication details: Washington, D. C. World Bank 2006Description: 29 p. Includes bibliographical referencesSubject(s): DDC classification:
  • 371.2 G3E6
Summary: Mexico's compensatory education program provides extra resources to primary schools that enroll disadvantaged students in highly disadvantaged rural communities. One of the most important components of the program is the school-based management intervention known as AGEs. The impact of the AGEs is assessed on intermediate school quality indicators (failure, repetition and dropout), controlling for the presence of the conditional cash transfer program. Results prove that school-based management is an effective measure for improving outcomes, based on an over time difference-in-difference evaluation. Complementary qualitative evidence corroborates the veracity of such findings. http://documents.worldbank.org/curated/en/553551468278733727/Empowering-parents-to-improve-education-evidence-from-rural-Mexico
List(s) this item appears in: World Bank Working Paper Series
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Mexico's compensatory education program provides extra resources to primary schools that enroll disadvantaged students in highly disadvantaged rural communities. One of the most important components of the program is the school-based management intervention known as AGEs. The impact of the AGEs is assessed on intermediate school quality indicators (failure, repetition and dropout), controlling for the presence of the conditional cash transfer program. Results prove that school-based management is an effective measure for improving outcomes, based on an over time difference-in-difference evaluation. Complementary qualitative evidence corroborates the veracity of such findings.

http://documents.worldbank.org/curated/en/553551468278733727/Empowering-parents-to-improve-education-evidence-from-rural-Mexico

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