Cash Transfers, Conditions, and School Enrollment in Ecuador

By Norbert R. Schady, M. Araujo. 2008

218 citations recorded by the source corpus.

Subfields: Nutrition and Dietetics, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4877ee15ebccfba53e11a5b1251b4773dced46ef

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In Nutrition and Dietetics

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Citations in the corpus

Timing and Duration of Exposure in Evaluations of Social Programs (2008, unknown): “In Ecuador’s Bono de Desarrollo Humano, the lists of the beneﬁciaries who had been allocated the transfer through a lottery did not reach program operators, and so about 30 percent of them did not take up the program (Schady and Araujo 2008).”
Cash or Condition? Evidence from a Cash Transfer Experiment (2011, background): “At these meetings, the program beneficiary and her parents/guardians were made an offer that specified the monthly transfer amounts being offered to the beneficiary and to her parents, the condition to regularly attend school, and the duration of the program.17 An example of the CCT offer letter…”
Turning a Shove into a Nudge? A "Labeled Cash Transfer" for Education † (2015, background): “(see Fizbein, Schady et al. (2009) for a review and Saavedra and Garcia (2012) for a recent metaanalysis).”
Conditional, unconditional and everything in between: a systematic review of the effects of cash transfer programmes on schooling outcomes (2014, background): “…a few years ago, what we knew on the topic was limited to evidence from natural experiments due to glitches in programme implementation (de Brauw and Hoddinott 2011; Schady and Araujo 2008) or structural models of household behaviour (Bourguignon, Ferreira, and Leite 2003; Todd and Wolpin 2006).”
Are Cash Transfers Made to Women Spent Like Other Sources of Income (2007, background): “This situation was corrected after a few weeks, but withholding transfers from households that had already begun to receive them was judged to be politically imprudent (see Schady and Araujo 2006).”
Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations (2014, background): “22 Schultz (2004) and Schady and Araujo (2008) evaluated cash transfers in Mexico and Ecuador, respectively, and found that they were most effective in the transitions from primary school to secondary school (grades 6-7) and from lower- to upper-secondary school (grades 9-10).”
Improving Education in Developing Countries (2016, background): “For example, Schady and Araujo (2008) found that CCTs in Ecuador in 2003 improved enrollment in primary and secondary school by 3.7 percentage points even when the enrollment requirement was never enforced.”