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School districts --- Students --- School census --- Population
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Poor children --- School census --- Federal aid to education
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School census --- Census undercounts --- United States. --- United States
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Instead of mean-tested conditional cash transfer (CCT) programs, some countries have implemented gender-targeted CCTs to explicitly address intra-household disparities in human capital investments. This study focuses on addressing the direct impact of a female school stipend program in Punjab, Pakistan: Did the intervention increase female enrollment in public schools? To address this question, the authors draw on data from the provincial school censuses of 2003 and 2005. They estimate the net growth in female enrollments in grades 6-8 in stipend eligible schools. Impact evaluation analysis, including difference-and-difference (DD), triple differencing (DDD), and regression-discontinuity design (RDD) indicate a modest but statistically significant impact of the intervention. The preferred estimator derived from a combination of DDD and RDD empirical strategies suggests that the average program impact between 2003 and 2005 was an increase of six female students per school in terms of absolute change and an increase of 9 percent in female enrollment in terms of relative change. A triangulation effort is also undertaken using two rounds of a nationally representative household survey before and after the intervention. Even though the surveys are not representative at the subprovincial level, the results corroborate evidence of the impact using school census data.
Adults --- Education --- Education for All --- Education Reform and Management --- Education System --- Effective Schools and Teachers --- Female Children --- Female Education --- Female Enrollment --- Female Schooling --- Female Students --- Gender --- Gender and Education --- Gender Disparity --- Literacy --- Primary Education --- Private Secondary Schools --- Public School --- Public Schools --- School --- School Attendance --- School Census --- School Censuses --- School Enrollment --- School Enrollments --- Secondary Education --- Secondary School --- Tertiary Education
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Instead of mean-tested conditional cash transfer (CCT) programs, some countries have implemented gender-targeted CCTs to explicitly address intra-household disparities in human capital investments. This study focuses on addressing the direct impact of a female school stipend program in Punjab, Pakistan: Did the intervention increase female enrollment in public schools? To address this question, the authors draw on data from the provincial school censuses of 2003 and 2005. They estimate the net growth in female enrollments in grades 6-8 in stipend eligible schools. Impact evaluation analysis, including difference-and-difference (DD), triple differencing (DDD), and regression-discontinuity design (RDD) indicate a modest but statistically significant impact of the intervention. The preferred estimator derived from a combination of DDD and RDD empirical strategies suggests that the average program impact between 2003 and 2005 was an increase of six female students per school in terms of absolute change and an increase of 9 percent in female enrollment in terms of relative change. A triangulation effort is also undertaken using two rounds of a nationally representative household survey before and after the intervention. Even though the surveys are not representative at the subprovincial level, the results corroborate evidence of the impact using school census data.
Adults --- Education --- Education for All --- Education Reform and Management --- Education System --- Effective Schools and Teachers --- Female Children --- Female Education --- Female Enrollment --- Female Schooling --- Female Students --- Gender --- Gender and Education --- Gender Disparity --- Literacy --- Primary Education --- Private Secondary Schools --- Public School --- Public Schools --- School --- School Attendance --- School Census --- School Censuses --- School Enrollment --- School Enrollments --- Secondary Education --- Secondary School --- Tertiary Education
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In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.
Academic areas --- Academic year --- Achievement --- Age-grade distortion --- Average number of students --- Average score --- Average test scores --- Classroom --- Classrooms --- College --- Community schools --- Curriculum --- Decentralization --- Diplomas --- Economics of education --- Education --- Education authorities --- Education for all --- Education of teachers --- Education policies --- Education programs --- Education services --- Education system --- Educational authorities --- Educational programs --- Effective schools & teachers --- Exam --- Future research --- Girls --- Goals --- Grade retention --- Grade schools --- Graduate --- Graduate diploma --- Groups --- Innovative education --- Interventions --- ITS --- Knowledge --- Learning --- Learning outcomes --- Let --- Literacy --- Math scores --- Math test --- Ministry of education --- Mobility --- National educational programs --- National school --- Number of schools --- Number of students --- Number of teachers --- Online access --- Open access --- Papers --- Pedagogical tools --- Performance in math --- Performance of schools --- Primary education --- Primary schools --- Principals --- Public primary schools --- Public school --- Public school teachers --- Public schools --- Quality education --- Quality of education --- Quality of education services --- Report cards --- Research --- School --- School census --- School directors --- School improvement --- School improvement plan --- School improvement program --- School leaders --- School level --- School performance --- School principals --- School quality --- School size --- School supervision --- School supervisors --- School system --- School teachers --- School year --- Schooling --- Schools --- Science --- Secondary education --- Skills --- Standardized tests --- State education --- Statistics --- Strategies --- Student --- Student achievement --- Student assessment --- Student learning --- Student learning outcomes --- Student mobility --- Student outcomes --- Student performance --- Student population --- Student-Teacher ratio --- Student/teacher ratio --- Students --- Studies --- Study --- Subject areas --- Subjects --- Teacher --- Teacher ratio --- Teacher unions --- Teachers --- Teaching --- Tertiary education --- Test scores --- Tests --- Training --- Tuition --- University --- University degree
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Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.
Academic ability --- Academic achievement --- Academic quality --- Academic year --- Access to university --- Achievement --- Achievement standards --- Assignment mechanism --- Average treatment effect --- Career --- College --- College education --- Curriculum --- Dropout rate --- Economic development --- Economics of education --- Education --- Education for all --- Education institutions --- Education level --- Education programs --- Educational modalities --- Educational outcomes --- Effective schools & teachers --- Elite schools --- Employment --- Enrollment --- Ethnic composition --- Exam --- Fees --- Geographic distribution --- Grade levels --- Graduate --- Graduation rate --- Grants --- High school --- High school level --- High school students --- High schools --- Higher education --- Human capital --- Information technology --- ITS --- Labor markets --- Learning --- LET --- Literature --- Low-income students --- Lower secondary --- Lower secondary school --- Middle school --- Middle schools --- Ministry of education --- Mobility --- Number of students --- Number of students per teacher --- Open access --- Parental education --- Pedagogical methods --- Primary education --- Public education --- Public school --- Public schools --- Returns to education --- Scholarships --- School attendance --- School census --- School completion --- School curriculum --- School days --- School facilities --- School infrastructure --- School level --- School principals --- School program --- School programs --- School quality --- School students --- School supplies --- School vouchers --- School year --- Schooling --- Secondary education --- Secondary enrollment --- Secondary school --- Secondary schooling --- Skills --- Statistics --- Student ability --- Students --- Students per teacher --- Study --- Teacher --- Teachers --- Technical education --- Technical schools --- Technical track --- Tertiary education --- Tertiary level --- Test scores --- Training --- Tuition --- Tuition costs --- Tuition fees --- University --- University degree --- University programs --- Upper secondary --- Upper secondary education --- Upper secondary level --- Vocational education --- Vocational school --- Vocational schools --- Vouchers --- Workshops
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In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.
Academic areas --- Academic year --- Achievement --- Age-grade distortion --- Average number of students --- Average score --- Average test scores --- Classroom --- Classrooms --- College --- Community schools --- Curriculum --- Decentralization --- Diplomas --- Economics of education --- Education --- Education authorities --- Education for all --- Education of teachers --- Education policies --- Education programs --- Education services --- Education system --- Educational authorities --- Educational programs --- Effective schools & teachers --- Exam --- Future research --- Girls --- Goals --- Grade retention --- Grade schools --- Graduate --- Graduate diploma --- Groups --- Innovative education --- Interventions --- ITS --- Knowledge --- Learning --- Learning outcomes --- Let --- Literacy --- Math scores --- Math test --- Ministry of education --- Mobility --- National educational programs --- National school --- Number of schools --- Number of students --- Number of teachers --- Online access --- Open access --- Papers --- Pedagogical tools --- Performance in math --- Performance of schools --- Primary education --- Primary schools --- Principals --- Public primary schools --- Public school --- Public school teachers --- Public schools --- Quality education --- Quality of education --- Quality of education services --- Report cards --- Research --- School --- School census --- School directors --- School improvement --- School improvement plan --- School improvement program --- School leaders --- School level --- School performance --- School principals --- School quality --- School size --- School supervision --- School supervisors --- School system --- School teachers --- School year --- Schooling --- Schools --- Science --- Secondary education --- Skills --- Standardized tests --- State education --- Statistics --- Strategies --- Student --- Student achievement --- Student assessment --- Student learning --- Student learning outcomes --- Student mobility --- Student outcomes --- Student performance --- Student population --- Student-Teacher ratio --- Student/teacher ratio --- Students --- Studies --- Study --- Subject areas --- Subjects --- Teacher --- Teacher ratio --- Teacher unions --- Teachers --- Teaching --- Tertiary education --- Test scores --- Tests --- Training --- Tuition --- University --- University degree
Choose an application
Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.
Academic ability --- Academic achievement --- Academic quality --- Academic year --- Access to university --- Achievement --- Achievement standards --- Assignment mechanism --- Average treatment effect --- Career --- College --- College education --- Curriculum --- Dropout rate --- Economic development --- Economics of education --- Education --- Education for all --- Education institutions --- Education level --- Education programs --- Educational modalities --- Educational outcomes --- Effective schools & teachers --- Elite schools --- Employment --- Enrollment --- Ethnic composition --- Exam --- Fees --- Geographic distribution --- Grade levels --- Graduate --- Graduation rate --- Grants --- High school --- High school level --- High school students --- High schools --- Higher education --- Human capital --- Information technology --- ITS --- Labor markets --- Learning --- LET --- Literature --- Low-income students --- Lower secondary --- Lower secondary school --- Middle school --- Middle schools --- Ministry of education --- Mobility --- Number of students --- Number of students per teacher --- Open access --- Parental education --- Pedagogical methods --- Primary education --- Public education --- Public school --- Public schools --- Returns to education --- Scholarships --- School attendance --- School census --- School completion --- School curriculum --- School days --- School facilities --- School infrastructure --- School level --- School principals --- School program --- School programs --- School quality --- School students --- School supplies --- School vouchers --- School year --- Schooling --- Secondary education --- Secondary enrollment --- Secondary school --- Secondary schooling --- Skills --- Statistics --- Student ability --- Students --- Students per teacher --- Study --- Teacher --- Teachers --- Technical education --- Technical schools --- Technical track --- Tertiary education --- Tertiary level --- Test scores --- Training --- Tuition --- Tuition costs --- Tuition fees --- University --- University degree --- University programs --- Upper secondary --- Upper secondary education --- Upper secondary level --- Vocational education --- Vocational school --- Vocational schools --- Vouchers --- Workshops
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