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When potential beneficiaries share their knowledge and attitudes about a policy intervention, their decision to participate and the effectiveness of both the policy and its evaluation may be influenced. This matters most notably in integrated social policies with several components. In this article, spillover effects on take-up behaviors are investigated in the context of a conditional cash transfer program in rural Mexico. These effects are identified using exogenous variations in the local frequency of beneficiaries generated by the program's randomized evaluation. A higher treatment density in the areas surrounding the evaluation villages is found to increase the take-up of scholarships and enrollment at the lower-secondary level. These cross-village spillovers operate exclusively within households receiving another component of the program, and do not carry over larger distances. While several tests reject heterogeneities in impact due to spatial variations in program implementation, evidence is found suggesting that spillovers stem partly from the sharing of information about the program among eligible households.
Conditional Cash Transfers --- Knowledge Spillovers --- Policy Evaluation --- Social Policy --- Spatial Externalities --- Take-Up
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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.
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This paper provides novel insights into the science of scaling by examining an educational mentoring program in Mexico. The analysis encompasses two independent field experiments, and seizes a unique opportunity to learn from the government's implementation of the same intervention. While the program originally implemented at scale demonstrates limited effectiveness, the introduction of a new modality with enhanced mentor training significantly improves children's outcomes. Mentor-parent interactions are found to stimulate parental engagement at the community-school level, which emerges as a critical factor for the scalability of the program. Our findings offer compelling evidence on the socially determined drivers of education interventions at scale.
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This paper studies how increasing teacher compensation at hard-to-staff schools can reduce inequality in access to qualified teachers. Leveraging an unconditional change in the structure of teacher compensation in Perú, we first show causal evidence that increasing salaries at less desirable locations attracts teachers who score 0.45 standard deviations higher in standardized competency tests, leading to an average increase in student test scores of 0.33-0.38 standard deviations. We then estimate a model of teacher preferences over local amenities, school characteristics, and wages using geocoded job postings and rich application data from the nationwide centralized teacher assignment system. A policy that sets compensation at each job posting taking into account teacher preferences is more cost-effective than the actual policy in terms of reducing structural inequality in access to learning opportunities, and it possibly enhances the efficiency of the education system.
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