Empowering parents to improve education: evidence from rural Mexico
By Paul J. Gertler, Harry Anthony Patrinos *, Marta Rubio-Codina. 2006
204 citations recorded by the source corpus.
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.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/19f6e5cd3663a1bfa2683152556cfce409ae5107
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Citations in the corpus
- Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations (2014, background): “Gertler et al. (2012a) doubled the funds that some of the schools received to isolate the impact of the funding and found that “double-funded” schools reduced repetition rates by 1.5-1.7 percentage points and increased student achievement in math (5-5.6”
- The Role of School Improvement in Economic Development (2007, unknown): “Both Gertler, Rubio-Codina, and Patrinos (2006) and Álvarez, Moreno, and Patrinos (2006) find that decentralization of decision making to the local level in Mexico positively affects student outcomes, while the latter also find accountability to be very important in enhancing local decision making.”