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  • 1
    Online Resource
    Online Resource
    The Determinants of Wealth and Gender Inequity in Cognitive Skills in Latin America (2010)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (56 p)
    Edition: 2010 World Bank eLibrary
    Parallel Title: Guaqueta, Juliana The Determinants of Wealth and Gender Inequity in Cognitive Skills in Latin America
    Abstract: Wealth and gender inequity in the accumulation of cognitive skills is measured as the association between subject competency and wealth and gender using the OECD’s Programme for International Student Assessment. Wealth inequity is found to occur not through disparate household characteristics but rather through disparate school characteristics; little evidence is found of an association between wealth and competency within schools. Weak evidence is found of wealth mitigating gender differences through school characteristics. These findings suggest that wealth inequity in the accumulation of cognitive skills is almost exclusively associated with disparate school characteristics and that disparate school characteristics may play a role in accentuating gender inequity
    DOI: 10.1596/1813-9450-5189
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Promoting parental involvement in schools : evidence from two randomized experiments (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 56 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9462
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Barrera-Osorio, Felipe Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments
    Keywords: Graue Literatur
    Abstract: Parental involvement programs aim to increase school-and-parent communication and support children's overall learning environment. This paper examines the effects of low-cost, group-based parental involvement interventions in Mexico using data from two randomized controlled trials. The first experiment provided financial resources to parent associations. The second experiment provided information to parents about how to support their children's learning. Overall, the interventions induced different types of parental engagement in schools. The information intervention changed parenting behavior at home - with large effects among indigenous parents who have historically been discriminated and socially excluded - and improved student behavior in school. The grants did not impact parent or student behaviors. Notably, the paper does not find impacts of either intervention on educational achievement. To understand these 0 effects, the paper explores how social ties between parents and teachers evolved over the course of the two interventions. Parental involvement interventions led to significant changes in perceived trustworthiness between teachers and parents. The results suggest that parental involvement interventions can backfire if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools
    DOI: 10.1596/1813-9450-9462
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Understanding student performance beyond traditional factors : evidence from PISA (2016)
    Paris, France : OECD Development Centre
    Details
    Language: English
    Pages: 1 Online-Ressource (51 Seiten) , Illustrationen
    Series Statement: OECD Development Centre working paper no. 331
    Series Statement: OECD Development Centre Working Papers no.331
    Keywords: Education ; Development ; Arbeitspapier ; Graue Literatur
    Abstract: This paper studies the linkages between schools’ inputs and students’ performance in Latin America. We exploit the richness of PISA 2012 questionnaires at the student and school level to study the association between a different set of inputs and students’ performance in mathematics. First, this research shows that students’ characteristics and their environment (i.e. sex, age and economic, social and cultural status of students and schools) explain close to 30% of the variation in education performance in Latin America, a higher percentage than in OECD and other economies which participated in PISA 2012. Second, after controlling for students’ characteristics and their environment, our results show that in Latin America, some non-traditional school inputs, such as the feedback provided by the principal to the teacher, weekly instructional time or the attitude and motivation of teachers, are associated with student performance, whereas more traditional inputs (e.g. school infrastructure, share of certified teachers and teacher qualifications) are not always related to better learning outcomes. These findings suggest that some pedagogical initiatives, which are also more cost-effective, could improve students’ performance in the region.
    Note: Zusammenfassung in französischer Sprache
    DOI: 10.1787/5jlz7n7bxn0p-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 4
    Online Resource
    Online Resource
    Long-term impacts of alternative approaches to increase schooling : evidence from a scholarship program in Cambodia (2018)
    Washington, D.C. : World Bank Group, Development Economics, Development Research Group
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 53 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8566
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Barrera-Osorio, Felipe Long-Term Impacts of Alternative Approaches to Increase Schooling: Evidence from a Scholarship Program in Cambodia
    Keywords: Graue Literatur
    Abstract: This paper reports on a randomized experiment to investigate the long-term effects of a primary school scholarship program in rural Cambodia. In 2008, fourth-grade students in 207 randomly assigned schools (103 treatment, 104 control) received scholarships based on the students' academic performance in math and language or their level of poverty. Three years after the program's inception, an evaluation showed that both types of scholarship recipients had more schooling than nonrecipients; however, only merit-based scholarships led to improvements in cognitive skills. This new study reports impacts, nine years after program inception, on the educational attainment, cognitive skills, socioemotional outcomes, socioeconomic status and well-being, and labor market outcomes of individuals who are, on average, 21 years old. The results show that both types of scholarships led to higher long-term educational attainment (about 0.21-0.29 grade level), but only merit-based scholarships led to improvements in cognitive skills (0.11 standard deviation), greater self-reported well-being (0.18 standard deviation), and employment probability (3.4 percentage points). Neither type of scholarship increased socioemotional skills. The results also suggest that there are labeling effects: the impacts of the scholarship types differ even for individuals with similar characteristics
    DOI: 10.1596/1813-9450-8566
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
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