Empowering Parents to Improve Education : Evidence from Rural Mexico

31 Pages Posted: 20 Apr 2016

See all articles by Paul J. Gertler

Paul J. Gertler

University of California, Berkeley - Haas School of Business; National Bureau of Economic Research (NBER)

Marta Rubio-Codina

University of Toulouse I

Harry A. Patrinos

World Bank

Date Written: May 1, 2008

Abstract

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.

Keywords: Tertiary Education, Education For All, Teaching and Learning, Primary Education, Disability, Economics of Education

Suggested Citation

Gertler, Paul J. and Rubio-Codina, Marta and Patrinos, Harry Anthony, Empowering Parents to Improve Education : Evidence from Rural Mexico (May 1, 2008). World Bank Policy Research Working Paper No. 3935, Available at SSRN: https://ssrn.com/abstract=923242

Paul J. Gertler (Contact Author)

University of California, Berkeley - Haas School of Business ( email )

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National Bureau of Economic Research (NBER)

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Marta Rubio-Codina

University of Toulouse I ( email )

Manufacture des Tabacs
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Toulouse, 31000
France

Harry Anthony Patrinos

World Bank ( email )

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Washington, DC 20433
United States

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