Impact of PROGRESA on achievement test scores in the first year: final report
Increasing human capital investments in children is considered to be among the most effective ways of alleviating poverty and encouraging growth in developing countries. One possibly important channel through which such investments may have such impacts is through increasing cognitive achievement of...
| Autores principales: | , , |
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| Formato: | Artículo preliminar |
| Lenguaje: | Inglés |
| Publicado: |
International Food Policy Research Institute
2000
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| Materias: | |
| Acceso en línea: | https://hdl.handle.net/10568/156037 |
| _version_ | 1855537996451807232 |
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| author | Behrman, Jere R. Sengupta, Piyali Todd, Petra E. |
| author_browse | Behrman, Jere R. Sengupta, Piyali Todd, Petra E. |
| author_facet | Behrman, Jere R. Sengupta, Piyali Todd, Petra E. |
| author_sort | Behrman, Jere R. |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | Increasing human capital investments in children is considered to be among the most effective ways of alleviating poverty and encouraging growth in developing countries. One possibly important channel through which such investments may have such impacts is through increasing cognitive achievement of children. Previous literature suggests that improved cognitive achievement has payoffs in terms of greater wages and perhaps productivities in labor markets in developing countries. This paper evaluates the short-run effects on children’s cognitive achievements of PROGRESA. One major component of PROGRESA is transfer payments to poor families with children enrolled in grades 3-6 of primary school and grades 1-3 of secondary school. Other components of PROGRESA include general transfers to such families and explicit nutrition supplements and health support for infants and small children. PROGRESA might have impact on children’s cognitive achievement through a number of channels, some of which are relatively short run and others are relatively longer run. Previous IFRPI-PROGRESA Evaluation Project papers have considered some aspects of possible changes induced by PROGRESA that may have led or may eventually lead to improved cognitive achievement. But none of these studies consider the effects on child achievement test scores. |
| format | Artículo preliminar |
| id | CGSpace156037 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2000 |
| publishDateRange | 2000 |
| publishDateSort | 2000 |
| publisher | International Food Policy Research Institute |
| publisherStr | International Food Policy Research Institute |
| record_format | dspace |
| spelling | CGSpace1560372025-02-24T06:47:28Z Impact of PROGRESA on achievement test scores in the first year: final report Behrman, Jere R. Sengupta, Piyali Todd, Petra E. schoolchildren poverty alleviation education cash transfers evaluation Increasing human capital investments in children is considered to be among the most effective ways of alleviating poverty and encouraging growth in developing countries. One possibly important channel through which such investments may have such impacts is through increasing cognitive achievement of children. Previous literature suggests that improved cognitive achievement has payoffs in terms of greater wages and perhaps productivities in labor markets in developing countries. This paper evaluates the short-run effects on children’s cognitive achievements of PROGRESA. One major component of PROGRESA is transfer payments to poor families with children enrolled in grades 3-6 of primary school and grades 1-3 of secondary school. Other components of PROGRESA include general transfers to such families and explicit nutrition supplements and health support for infants and small children. PROGRESA might have impact on children’s cognitive achievement through a number of channels, some of which are relatively short run and others are relatively longer run. Previous IFRPI-PROGRESA Evaluation Project papers have considered some aspects of possible changes induced by PROGRESA that may have led or may eventually lead to improved cognitive achievement. But none of these studies consider the effects on child achievement test scores. 2000 2024-10-24T12:43:04Z 2024-10-24T12:43:04Z Working Paper https://hdl.handle.net/10568/156037 en https://hdl.handle.net/10568/155778 Open Access application/pdf International Food Policy Research Institute Behrman, Jere R.; Sengupta, Piyali; Todd, Petra E. 2000. Impact of PROGRESA on achievement test scores in the first year: final report. https://hdl.handle.net/10568/156037 |
| spellingShingle | schoolchildren poverty alleviation education cash transfers evaluation Behrman, Jere R. Sengupta, Piyali Todd, Petra E. Impact of PROGRESA on achievement test scores in the first year: final report |
| title | Impact of PROGRESA on achievement test scores in the first year: final report |
| title_full | Impact of PROGRESA on achievement test scores in the first year: final report |
| title_fullStr | Impact of PROGRESA on achievement test scores in the first year: final report |
| title_full_unstemmed | Impact of PROGRESA on achievement test scores in the first year: final report |
| title_short | Impact of PROGRESA on achievement test scores in the first year: final report |
| title_sort | impact of progresa on achievement test scores in the first year final report |
| topic | schoolchildren poverty alleviation education cash transfers evaluation |
| url | https://hdl.handle.net/10568/156037 |
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