The educational impacts of cash transfers in Tanzania
Cash transfers boost educational outcomes for poor children on average, but which aspects of educational performance are most responsive and which poor children benefit the most? This study examines the educational impacts of cash transfers, drawing on a randomized, community implemented conditional...
| Autores principales: | , , |
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| Formato: | Journal Article |
| Lenguaje: | Inglés |
| Publicado: |
Elsevier
2023
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| Materias: | |
| Acceso en línea: | https://hdl.handle.net/10568/129755 |
| _version_ | 1855542402803040256 |
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| author | Evans, David K. Gale, Charles Kosec, Katrina |
| author_browse | Evans, David K. Gale, Charles Kosec, Katrina |
| author_facet | Evans, David K. Gale, Charles Kosec, Katrina |
| author_sort | Evans, David K. |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | Cash transfers boost educational outcomes for poor children on average, but which aspects of educational performance are most responsive and which poor children benefit the most? This study examines the educational impacts of cash transfers, drawing on a randomized, community implemented conditional cash transfer program targeted to poor households in Tanzania. On average, being assigned to receive transfers significantly improves children’s likelihood of having ever attended school (by between 4 and 5 percentage points), with suggestive evidence that this is driven by more age-appropriate enrollment for the youngest children. However, school attendance and primary school completion remain unaffected on average. Girls and boys benefit similarly, and only students with stronger initial educational performance experience increases in primary completion rates. |
| format | Journal Article |
| id | CGSpace129755 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Elsevier |
| publisherStr | Elsevier |
| record_format | dspace |
| spelling | CGSpace1297552025-10-26T12:50:43Z The educational impacts of cash transfers in Tanzania Evans, David K. Gale, Charles Kosec, Katrina cash transfers education children poverty gender Cash transfers boost educational outcomes for poor children on average, but which aspects of educational performance are most responsive and which poor children benefit the most? This study examines the educational impacts of cash transfers, drawing on a randomized, community implemented conditional cash transfer program targeted to poor households in Tanzania. On average, being assigned to receive transfers significantly improves children’s likelihood of having ever attended school (by between 4 and 5 percentage points), with suggestive evidence that this is driven by more age-appropriate enrollment for the youngest children. However, school attendance and primary school completion remain unaffected on average. Girls and boys benefit similarly, and only students with stronger initial educational performance experience increases in primary completion rates. 2023-02 2023-03-23T19:34:43Z 2023-03-23T19:34:43Z Journal Article https://hdl.handle.net/10568/129755 en Open Access Elsevier Evans, David K.; Gale, Charles; and Kosec, Katrina. 2023. The educational impacts of cash transfers in Tanzania. Economics of Education Review 92 (February 2022): 102332. https://doi.org/10.1016/j.econedurev.2022.102332 |
| spellingShingle | cash transfers education children poverty gender Evans, David K. Gale, Charles Kosec, Katrina The educational impacts of cash transfers in Tanzania |
| title | The educational impacts of cash transfers in Tanzania |
| title_full | The educational impacts of cash transfers in Tanzania |
| title_fullStr | The educational impacts of cash transfers in Tanzania |
| title_full_unstemmed | The educational impacts of cash transfers in Tanzania |
| title_short | The educational impacts of cash transfers in Tanzania |
| title_sort | educational impacts of cash transfers in tanzania |
| topic | cash transfers education children poverty gender |
| url | https://hdl.handle.net/10568/129755 |
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