Supply-Side School Improvement and the Learning Achievement of the Poorest Children in Indigenous and Rural Schools: The Case of Pare

15 Pages Posted: 20 Apr 2016

Date Written: November 20, 2003

Abstract

In the past, research findings indicated that most of the differences in student learning was due to socioeconomic factors and that, therefore, the effect of direct educational interventions to reduce learning inequality was very limited. However, Paqueo and Lopez-Acevedo show that learning achievement could increase through appropriately designed and reasonably well-implemented interventions. An examination of Mexico's PARE program reveals that an increase in learning achievement could be possible for rural and indigenous schools. The authors' overall conclusion is that supply-side interventions can have substantial effects on the learning achievement of children in indigenous and rural schools in poor areas. But greater attention needs to be paid to the poorest of the disadvantaged children. This positive conclusion, however, should be tempered by results of the urban sample, confirming earlier findings of the negative relationship between PARE and student learning growth.

This paper - a joint product of the Social Protection Sector Unit and the Poverty Sector Unit, Latin America and the Caribbean Region - is part of a larger effort in the region to analyze the impact of education interventions on disadvantaged children.

Suggested Citation

Lopez-Acevedo, Gladys and Paqueo, Vincent, Supply-Side School Improvement and the Learning Achievement of the Poorest Children in Indigenous and Rural Schools: The Case of Pare (November 20, 2003). Available at SSRN: https://ssrn.com/abstract=636591

Gladys Lopez-Acevedo (Contact Author)

Lead Economist ( email )

1818 H Street
Washington, DC 20433
United States

HOME PAGE: http://www.worldbank.org/en/about/people/gladys-lopez-acevedo

Vincent Paqueo

World Bank ( email )

1818 H Street, N.W.
Washington, DC 20433
United States

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