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Targeting High School Scholarships to the Poor: The Impact of a Program in Mexico

Author

Listed:
  • Rafael De Hoyos
  • Orazio Attanasio
  • Costas Meghir
Abstract
Based on an RCT, we evaluate a scholarship program in Mexico (PROBEMS) aimed at improving graduation rates and test scores among upper secondary school students from poor backgrounds. We find that, on average, the program has no impact either on graduation rates or on Math and Spanish test scores. We point to two possible reasons for this failure: a. the program was badly targeted, with many of the recipients being from less disadvantaged families than intended; b) the prior academic achievement of those eligible was often insufficient for completing successfully the academic requirements of upper secondary school. This points to accumulated achievement deficits that could be addressed by interventions targeting learning at an earlier stage.

Suggested Citation

  • Rafael De Hoyos & Orazio Attanasio & Costas Meghir, 2019. "Targeting High School Scholarships to the Poor: The Impact of a Program in Mexico," NBER Working Papers 26023, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:26023
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    References listed on IDEAS

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    4. Brant Abbott & Giovanni Gallipoli & Costas Meghir & Giovanni L. Violante, 2019. "Education Policy and Intergenerational Transfers in Equilibrium," Journal of Political Economy, University of Chicago Press, vol. 127(6), pages 2569-2624.
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    6. Susan W Parker & Tom Vogl, 2023. "Do Conditional Cash Transfers Improve Economic Outcomes in the Next Generation? Evidence from Mexico," The Economic Journal, Royal Economic Society, vol. 133(655), pages 2775-2806.
    7. Jere R. Behrman & Susan W. Parker & Petra E. Todd & Kenneth I. Wolpin, 2015. "Aligning Learning Incentives of Students and Teachers: Results from a Social Experiment in Mexican High Schools," Journal of Political Economy, University of Chicago Press, vol. 123(2), pages 325-364.
    8. Orazio P. Attanasio & Costas Meghir & Ana Santiago, 2012. "Education Choices in Mexico: Using a Structural Model and a Randomized Experiment to Evaluate PROGRESA," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 79(1), pages 37-66.
    9. Avitabile, Ciro & de Hoyos, Rafael, 2018. "The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico," Journal of Development Economics, Elsevier, vol. 135(C), pages 318-348.
    10. Stephen Machin & Sandra McNally & Costas Meghir, 2010. "Resources and Standards in Urban Schools," Journal of Human Capital, University of Chicago Press, vol. 4(4), pages 365-393.
    11. Kenneth I. Wolpin & Petra E. Todd, 2006. "Assessing the Impact of a School Subsidy Program in Mexico: Using a Social Experiment to Validate a Dynamic Behavioral Model of Child Schooling and Fertility," American Economic Review, American Economic Association, vol. 96(5), pages 1384-1417, December.
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    Cited by:

    1. Angrist, Noam & de Barros, Andreas & Bhula, Radhika & Chakera, Shiraz & Cummiskey, Chris & DeStefano, Joseph & Floretta, John & Kaffenberger, Michelle & Piper, Benjamin & Stern, Jonathan, 2021. "Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery," International Journal of Educational Development, Elsevier, vol. 84(C).
    2. Mauricio Romero & Juan Bedoya & Monica Yanez‐Pagans & Marcela Silveyra & Rafael de Hoyos, 2024. "The effect of school grants on test scores: experimental evidence from Mexico," Economica, London School of Economics and Political Science, vol. 91(363), pages 980-995, July.

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    More about this item

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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