Education subsidies and school drop-out rates

Dearden, Lorraine; Emmerson, Carl; Frayne, Christine; Meghir, Costas

doi:10.1920/wp.ifs.2005.0511

Cited by 34 publications

(25 citation statements)

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“…By using Kernel-based propensity score matching, a multinomial probit and a linear regression model, they estimated the impact of the program on school dropouts. Dearden et al (2005) confirmed that EMA had a positive and significant impact on school participation.…”

Section: Developed Country Studiesmentioning

confidence: 54%

“…In the United Kingdom, Dearden et al (2005) examined the effect of conditional cash transfer paid to children aged 16-18 in full-time education on school dropouts in the UK in 1999. The Education Maintenance Allowance (EMA) program was targeted at students who completed the last year of compulsory education in Year 11 in summer 1999.…”

Section: Developed Country Studiesmentioning

confidence: 99%

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Impact Evaluation of the School Operational Assistance Program (Bos) Using the Matching Method

Sulistyaningrum

2016

JIEB

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Section: Developed Country Studiesmentioning

confidence: 54%

Section: Developed Country Studiesmentioning

confidence: 99%

Impact Evaluation of the School Operational Assistance Program (Bos) Using the Matching Method

Sulistyaningrum

2016

JIEB

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“…Kingdom (Dearden, et al, 2005), a merit award program for girls in Kenya (Kremer et al, 2008), or cash incentives to low-performing schools in Israel for increasing their high-school matriculation certification rate (Angrist and Lavy, 2009) There are two types of financial incentives offered to students: those on inputs and those on outputs. Incentives on outputs are more common in the student incentives literature.…”

Section: Experimental and Quasi-experimental Evaluationsmentioning

confidence: 99%

“…While some studies using a quasi-experimental approach find beneficial effects of financial rewards on academic performance (Ashworth et al, 2001;Dearden, et al, 2005;andDynarski, 2003 and, others find that scholarships lead students to get better grades but to take less ambitious course loads (Binder, et al, 2002;Cornwell et al, 2005;Cornwell et al, 2006). Similarly, Angrist et al, 2002, andAngrist et al, 2006, have also found that vouchers for private secondary school students conditional on their maintaining a satisfactory level of academic performance led to academic gains, one possible channel being the incentives associated with conditional renewal of scholarships.…”

Section: Experimental and Quasi-experimental Evaluationsmentioning

confidence: 99%

Mentoring, educational services, and incentives to learn: What do we know about them?

Rodríguez‐Planas

2012

Evaluation and Program Planning

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This paper reviews recent studies on the effectiveness of services and incentives offered to disadvantaged youth. We focus our analysis on three types of interventions: mentoring, educational services, and financial rewards. The objective of this article is threefold. First, we explain alternative theoretical points of view in favor (or against -when applicable) each of these interventions. Then, we discuss how recent empirical work has affected that view, and we summarize the latest findings. We conclude with a discussion on what questions remain to be examined. Our hope is that this article will serve as a resource for those seeking to understand what educational interventions work and for whom, and to use as a starting point to illuminate the debate on where to go next.JEL Classification: C93, I21, I22, I28, J24

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“…All evaluations of the EMA have found positive effects on participation and retention in education, and the most recent research also suggests positive effects on achievement (Chowdry et al, 2008 andAitken et al, 2007). Moreover, the evidence suggests that the policy is to a large extent displacing individuals from unproductive activities, and it is cost effective, despite its significant expense (Dearden et al, 2006).…”

Section: Box 1 Raising Education Participation: Coercion or Compulsion?mentioning

confidence: 99%

Raising Education Achievement and Breaking the Cycle of Inequality in the United Kingdom

Brook

2008

OECD Economics Department Working Papers

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Globalisation, together with skill-biased technical change, is changing the composition of jobs in advanced economies and raising the level of skills required to do them. This has increased the importance of educating a large proportion of the population to much higher standards than in the past. The government in the United Kingdom has responded to this challenge by raising education spending and expanding the capacity of the education system in key areas such as pre-primary education and increasing participation in education beyond the age of 16. Nevertheless, performance on international tests of cognitive ability remains significantly below the standards of the best performing OECD countries and the education system seems to be particularly poor at ensuring good performance of pupils in the middle to bottom half of the education performance distribution. A renewed sense of urgency, together with some new approaches, is required to address the United Kingdom's relative underperformance in literacy and numeracy. This paper proposes a number of avenues for encouraging a higher level of educational attainment, without significant further increases in expenditure.This Working Paper relates to the 2007 Economic Survey of the United Kingdom (www.oecd.org/eco/surveys/United Kingdom) JEL classification: H52; H75; I20; I22; I28 Key words: education; United Kingdom; England; equality; targets; funding. ************************************ Élever le niveau de formation et rompre le cycle de l'inégalité au Royaume-UniLa mondialisation, conjuguée à l'évolution technologique qui privilégie la main-d'oeuvre qualifiée, modifie la composition des emplois dans les économies avancées et entraîne un relèvement du niveau des qualifications requises pour les occuper. Aussi est-il aujourd'hui plus important d'amener une grande proportion de la population à un niveau de formation infiniment plus élevé que dans le passé. Pour relever ce défi, les pouvoirs publics au Royaume-Uni ont augmenté les dépenses d'éducation, renforcé les moyens dont dispose le système éducatif dans des secteurs clés tels que l'éducation pré-primaire, et prolongé la scolarisation au-delà de l'âge de 16 ans. Malgré cela, les résultats de ce pays aux tests internationaux d'aptitudes intellectuelles restent sensiblement inférieurs au niveau atteint par les pays de l'OCDE les plus performants et le système éducatif britannique semble avoir beaucoup de mal à faire en sorte que les élèves situés dans la moitié inférieure de la distribution des performances en éducation obtiennent de bons résultats. Une conscience redoublée de l'urgence et quelques nouvelles approches s'imposent pour remédier aux sous-performances relatives du Royaume-Uni dans la maîtrise de l'écrit et des chiffres. Cet ouvrage propose un certain nombre de pistes pour favoriser un relèvement du niveau d'instruction sans pour autant accroître encore notablement les dépenses.

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Education subsidies and school drop-out rates

Cited by 34 publications

References 30 publications

Impact Evaluation of the School Operational Assistance Program (Bos) Using the Matching Method

Impact Evaluation of the School Operational Assistance Program (Bos) Using the Matching Method

Mentoring, educational services, and incentives to learn: What do we know about them?

Raising Education Achievement and Breaking the Cycle of Inequality in the United Kingdom

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