Lessons and Recommendations

Fredriksen, Birger; Brar, Sukhdeep; Trucano, Michael

doi:10.1596/978-1-4648-0540-0_ch9

Cited by 1 publication

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings are in line with the literature highlighting the positive impact of technical assistance and incentives on educational outcomes (ANGRIST and LAVY, 2001;BRANDÃO, 2014;BRESSOUX et al, 2009;CARNEIRO and IFFI, 2018;FREDRIKSEN et al, 2015;FUJE and TANDON, 2015;LAUTHARTE et al, 2021;McEWAN, 2015). They also seem to support the model of educational production proposed by Bishop and Woessmann (2004), which links higher political priority for education with better student performance.…”

supporting

confidence: 89%

“…The approach adopted by Ceará is in accordance with the literature emphasizing the relationship between incentives for the actors involved in the educational process and student achievement (BISHOP and WOESSMANN, 2004;BRANDÃO, 2014;CARNEIRO and IRFFI, 2018;LAVY, 2009;MBITI et al, 2019;MURALIDHARAN and SUNDARARAMAN, 2011). Moreover, there is empirical evidence that the actions promoted by PAIC are associated with improvements in learning (ANGRIST and LAVY, 2001;BRESSOUX et al, 2009;FREDRIKSEN et al, 2015;McEWAN, 2015;FUJE and TANDON, 2015).…”

mentioning

confidence: 79%

“…There is also evidence that the provision of textbooks improves student achievement (FREDRIKSEN et al, 2015;McEWAN, 2015). However, a randomized (2023) 17 (1) e0005 -12/44 trial in Kenya showed that textbooks had a positive impact only for the bestperforming students (GLEWWE et al, 2009).…”

Section: Technical Assistance In Educationmentioning

confidence: 99%

See 2 more Smart Citations

Better Incentives, Better Marks: A Synthetic Control Evaluation of the Educational Policies in Ceará, Brazil

Ponne

2023

Bras. political sci. rev.

View full text Add to dashboard Cite

This article evaluates the effects of two educational policies implemented in the Brazilian state of Ceará. The first was a tax incentive (TI) for mayors to improve municipal education. Under this policy, municipal tax transfers were conditioned on educational achievement. The second was a program to offer educational technical assistance (TA) to municipalities. The impact of these policies was estimated by employing the synthetic control method to create a synthetic Ceará not affected by TI and TA. When the two policies were combined, the results were consistent with a 12 percent increase in Portuguese test scores in primary education and a 6.5 percent increase in lower secondary education. There were similar increases in mathematics test scores; however, these were not statistically significant. This study also investigates the impact of educational interventions on upper secondary schools, which, despite not being directly affected by the new policies, received better-prepared students from lower secondary schools. The findings show no effect on this level of education, highlighting the need for debate on how to extend the benefits of educational policies to upper secondary schools, as well as to other Brazilian states. This research is the first to analyze the impacts of the policies in Ceará on primary, lower secondary, and upper secondary schools using data from 1995 to 2019.

show abstract