Providing performance information in education: An experimental evaluation in Colombia

Barrera-Osorio, Felipe; Gonzalez, Kathryn; Lagos, Francisco; Deming, David

doi:10.1016/j.jpubeco.2020.104185

Cited by 34 publications

(32 citation statements)

References 19 publications

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“…Parental involvement programs recognize that parents may not be able to fully engage with their children's education because of biased beliefs (Barrera-Osorio et al, 2020;Bergman, 2016;Dizon-Ross, 2019;Rogers & Feller, 2018) and limited cognitive bandwidth, particularly for lowincome parents (Mani et al, 2013;. Thus, the group-based information interventions in our study are aimed at overcoming these psychological and informational barriers that often impede school-and-parent communication.…”

Section: Conceptual Framework and Measuresmentioning

confidence: 99%

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

Barrera-Osorio¹,

Gertler²,

Nakajima³

2021

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.

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Section: Conceptual Framework and Measuresmentioning

confidence: 99%

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

Barrera-Osorio¹,

Gertler²,

Nakajima³

2021

Self Cite

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“…Information interventions have focused on improving student applications to schools in noncentralized systems (e.g., Hoxby and Turner (2013) in US higher education; Allende et al (2019) for Chilean primary schools), student sorting to higher quality schools or pressuring schools to improve in systems without formal applications (Banerjee et al, 2010;Mizala and Urquiola, 2013;Andrabi et al, 2017), how to finance higher education (Dinkelman and Martinez, 2014;Dynarski et al, 2018), the importance of peer networks (Dustan, 2018), the returns to schooling (Jensen, 2010), and updating beliefs about one's own ability (Bobba and Frisancho, 2019;Barrera-Osorio and Deming, 2020). Another avenue of research has advocated for changes to existing systems (Abdulkadiroglu et al, 2006;Grenet et al, 2019;Kapor et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

When Information is Not Enough: Evidence from a Centralized School Choice System

Ajayi¹,

Friedman

Lucas

2020

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provided excellent research assistance. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors and do not necessarily represent the views of the World Bank, its Executive Directors, the National Bureau of Economic Research or the governments of the countries they represent. AEA RCT Registry number AEARCTR-0001017. The Boston University, Innovations for Poverty Action, and University of Delaware IRBs approved this project. Ghana Education Service reviewed and approved the research protocol.NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

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“…First, the information intervention is closely related to experiments that provide parents with information about their children's education. Studies have shown that providing parents with information about their children's academic progress or performance can lead parents to update their biased beliefs, reallocate resources, improve student behavior (Avvisati, Gurgand, Guyon, & Maurin, 2014;Rogers & Feller, 2018), and raise academic performance (Barrera-Osorio, Gonzalez, Lagos, & Deming, 2020;Bergman, 2016;Dizon-Ross, 2019). 1 The information intervention studied in this paper has been implemented at scale by the national government.…”

Section: Introductionmentioning

confidence: 99%

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

Barrera-Osorio¹,

Gertler²,

Nakajima³

2020

Self Cite

View full text Add to dashboard Cite

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Providing performance information in education: An experimental evaluation in Colombia

Cited by 34 publications

References 19 publications

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

When Information is Not Enough: Evidence from a Centralized School Choice System

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

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