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A randomized control trial was conducted to study whether providing 10th grade students with information about the returns to upper secondary and tertiary education, and a source of financial aid for tertiary education, can contribute to improve student performance. The study finds that the intervention had no effects on the probability of taking a 12th grade national standardized exam three years after, a proxy for on-time high school completion, but a positive and significant impact on learning outcomes and self-reported measures of effort. The effects are larger for girls and students from households with a relatively high income. These findings are consistent with a simple model where time discount determines the increase in effort and only students with adequate initial conditions are able to translate increased effort into better outcomes.

Education for all --- Education gender & education --- Gender --- Information --- Primary education --- Randomized control trial --- RCT --- Returns to education --- School performance --- Secondary education --- Tertiary education

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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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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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A two-year randomized evaluation shows that the effectiveness of mobile mentors on schooling outcomes crucially depends on their training. While a standard training modality in highly marginalized communities in Mexico generates 0 results, enhanced training yields sizable treatment effects on primary school children's cognitive, behavioral, and educational achievements. This difference cannot be explained by re medial educational activities or pedagogical support, but it can be reconciled with higher parental aspirations and investments. Evidence gathered on the subsequent national roll out of the intervention with enhanced training substantiates the scalability of the experimental design.

Education --- Educational Investment --- Educational Technology and Distance Education --- Effective Schools and Teachers --- Human Capital Investment --- Pedalogical Practice --- Primary Education --- Remedial Education --- Teacher Training

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Working with the Mexican Ministry of Education, this study piloted a scalable program to reduce high school dropout rates by focusing on socio-emotional skill development and mathematics tutoring. The intervention was evaluated through a randomized field experiment with more than 5,000 youths at 20 upper secondary schools in Mexico City. An intention-to-treat analysis finds some evidence that exposure to the Opportunities and Development to Avoid Risks Program increases socio-emotional skills, but no evidence that it improves math outcomes or future attendance. Likely explanations for these 0 results include low take-up and other process factors, which are document qualitatively, as well as heterogeneous treatment effects. In particular, an inverse-probability-weighted matching model is suggestive of an effect whereby some students participate actively in the program and drop out of school less often, while other students choose not to participate when given the option and actually drop out more as a result.

Cognitive Behavioral Therapy --- Dropout Rate --- Education --- Education Policy --- Educational Attainment --- Educational Policy and Planning --- Educational Sciences --- Enrollment --- RCT --- Secondary Education