Progressing through PROGRESA: An Impact Assessment of a School Subsidy Experiment in Rural Mexico

By Jere r. Behrman, P. Sengupta, Petra E. Todd. Economic development and cultural change, 2005

336 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e811bc4929ff4b1deec5b8ce06880e9b4254cb1a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Norbert R. Schady
2. Patrick Mcewan
3. Sebastian Galiani
4. Paul Glewwe
5. Jere r. Behrman
6. A. Ganimian
7. Gustavo J. Bobonis
8. Richard J. Murnane

In Safety Research

1. Patrick Mcewan
2. Sebastian Galiani
3. A. Ganimian
4. Norbert R. Schady
5. Richard J. Murnane
6. Michael R. Carter
7. Paul Glewwe
8. Christopher B. Barrett

In Sociology and Political Science

1. Christopher B. Barrett
2. Sebastian Galiani
3. Patrick Mcewan
4. Norbert R. Schady
5. Michael R. Carter
6. Gustavo J. Bobonis
7. Paul Glewwe
8. A. Ganimian

Citations in the corpus

• When and Why Incentives (Don't) Work to Modify Behavior (2011, neutral): “The program PROGRESA in Mexico is an example (Behrman, Sengupta, and Todd, 2005; Schultz, 2004).”
• Beyond Good Intentions: Designing CSR Initiatives for Greater Social Impact (2020, background): “See, for example, Behrman, Sengupta, and Todd (2005), who randomly select 506 rural villages to evaluate the impact on enrollment rates and educational achievement of the Mexican Progresa program, which involved transfer payments to families based on the enrollment of their children in schools.”
• The Heterogeneous Impact of Conditional Cash Transfers (2013, background): “!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 The Progresa experiment in Mexico showed short-run enrollment effects of less than one percentage point among primary children—with primary enrollment rates already exceeding 90%—but 6-9 percentage points among secondary school children (Sch”
• Do Conditional Cash Transfers for Schooling Generate Lasting Benefits?: A Five-Year Followup of PROGRESA/Oportunidades (2012, background): “An earlier study found no evidence of congestion costs or other spillover effects on nonbeneficiary students in the same schools, so we do not adjust for costs or benefits of spillovers either (Behrman, Sengupta, and Todd 2005).”
• Are Cash Transfers Made to Women Spent Like Other Sources of Income (2007, background): “For example, PROGRESA has been shown to have positive effects on school enrollment (Schultz 2004; Behrman, Sengupta, and Todd 2005) and child health (Gertler 2004; Behrman and Hoddinott 2005; Rivera et al. 2004).”
• Getting Girls into School: Evidence from a Scholarship Program in Cambodia (2006, background): “582 economic development and cultural change (Schultz 2004; Behrman, Sengupta, and Todd 2005), Colombia (Attanasio, Fitzsimmons, and Gomez 2005), Nicaragua (Maluccio and Flores 2004), Honduras (Glewwe and Olinto 2004), and Brazil (Cardoso and Portela Souza 2004).”