World Bank’s scientific contributions

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Publications (8)


Evaluating the Impact of Conditional Cash Transfer Programs
  • Article

February 2005

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745 Reads

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600 Citations

The World Bank Research Observer

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Gloria M. Rubio

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World Bank

Incl. bibl., abstract. Several developing economies have recently introduced conditional cash transfer programs, which provide money to poor families contingent on certain behavior, usually investments in human capital, such as sending children to school or bringing them to health centers. The approach is both an alternative to more traditional social assistance programs and a demand-side complement to the supply of health and education services. Unlike most development initiatives, conditional cash transfer programs have been subject to rigorous evaluations of their effectiveness using experimental or quasi-experimental methods. Evaluation results for programs launched in Colombia, Honduras, Jamaica, Mexico, Nicaragua, and Turkey reveal successes in addressing many of the failures in delivering social assistance, such as weak poverty targeting, disincentive effects, and limited welfare impacts. There is clear evidence of success from the first generation of programs in Colombia, Mexico, and Nicaragua in increasing enrollment rates, improving preventive health care, and raising household consumption. Many questions remain unanswered, however, including the potential of conditional cash transfer programs to function well under different conditions, to address a broader range of challenges among poor and vulnerable populations, and to prevent the intergenerational transmission of poverty.



Table 1 .1. Summary of Studies 
Table 1 .2. Public Share of Primary and Secondary Education (percent) 
Table 3 .1. Student Background and Achievement in Private and Public Schools, Colombia, 1981' 
Table 3 .1 (continued). Student Background and Achievement in Private and Public Schools, Colombia, 1981 
Table 3 .2. Characteristics of Private and Public Schools, Colombia, 1981a 

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Public and Private Secondary Education in Developing Countries: A Comparative Study
  • Article
  • Full-text available

February 1995

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2,026 Reads

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115 Citations

World Bank Discusssion Papers

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[...]

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World Bank

Incl. abstract, bibliographical references

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Improving Primary Education in Developing Countries

January 1991

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565 Reads

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631 Citations

Reviews both the scholarly literature on the subject and donors' experience. The book provides an overview of primary education systems and argues that developing countries must do more to serve the needs of all children. Those who have traditionally been underrepresented in primary school - girls and children from poor and rural families - must have greater access to education and more encouragement to enroll. At the same time, the curriculum must be strengthened, teaching made more effective, and other measures taken to ensure that when students complete the primary cycle, they have mastered what is taught. The authors discuss strategies for improving five aspects of primary education systems. The book concludes by outlining the challenges countries face at different stages of educational development and then suggesting priorities for reform. Appendix tables provide data on 129 countries, individually and by income group. -from Publisher



Table 3 presents the comparison between the simple OLS and simple
Table 5 : OLS and VCS Model Estimates for 2,076 Students and 60 Classrooms/Schools Using 23 Explanatory Variables, Thailand, 1981-82
Table 7 : OLS and VCS Model Estimates for 2,804 Students and 80 Classrooms/Schools Using 17 Explanatory Variables, Thailand, 1981-82
Table 8 : OLS and VCS Model Estimates for 3,025 Students and 86 Classrooms/Schools Using 1/ Explanatory Variables, Thailand, 1981-82
A Multilevel model of school effectiveness in a developing country

February 1989

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1,359 Reads

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15 Citations

The development of new analytical tools has improved the ability of researchers to determine those factors which most strongly influence school effectiveness. Multilevel analysis shows how behavior at one level of the educational system, such as the classroom, school, or district, influnces behavior at a different level - the student. The authors use a multilevel model to analyze the improved performance in mathematics of eighth grade students in Thailand. They then compare these findings to those obtained from traditional regression models. -from Publisher


Citations (8)


... Monitoring through the participation of beneficiaries is identified by all respondents as a key measure on the degree of success in meeting needs, as recognised by Rawlings (2005). They suggest that not only can organisations monitor their own internal activity in his way but also assess the role of their partners, such as financial service providers, local vendors and government officials. ...

Reference:

The effectiveness of humanitarian aid in conflict zones: practitioner views on the transition from in-kind assistance to multi-purpose cash transfers
Evaluating the Impact of Conditional Cash Transfer Programs
  • Citing Article
  • February 2005

The World Bank Research Observer

... Language and cultural differences masquerade as learning difficulties and more and more students are being misidentified as having learning disabilities. Labels can be stigmatising, and many parents may choose not to have their child assessed (Chandramuki et al., 2012;Edwardraj et al., 2010;World Bank, 2009). ...

Primary education in India
  • Citing Article
  • January 1997

... Through the emerging republics public schools register about 90% of all primary and 70% of all secondary students. Due to nancial limitations a tendency to rely on private institutes/schools is growing (Jimenez & Lockheed, 1995). ...

Public and Private Secondary Education in Developing Countries: A Comparative Study

World Bank Discusssion Papers

... Principals in developing countries function as the lower link in an organization chain that extends from the school through district supervisors to the central ministerial staff (Lockheed and Verspoor, 1991). Former teachers are selected to become principals mainly for their seniority rather than for their personal traits or performance. ...

Improving Primary Education in Developing Countries
  • Citing Article
  • January 1991

... A preliminary review of the literature reveals a growing focus on teachers as one of the main factors for students learning particularly in relation to teachers' working conditions and their impact on academic achievement. Issues related to teachers working conditions that can have a negative impact on students' academic achievement include ineffective leadership style (Barragán Montaña et al., 2014;Levin & Lockheed, 2012; Moore Johnson et al., 2012), deficient co-workers relationships (Barragán Montaña et al., 2014;Borman & Dowling, 2008;Johnson & Stevens, 2006;Levin & Lockheed, 2012;Moore Johnson et al., 2012), absence of team work (Levin & Lockheed, 2012;Borman & Dowling, 2008;Vegas & Petrow, 2008), low administrative support (Borman & Dowling, 2008), low salary (Barret et al., 2006;Borman & Dowling, 2008), limited access to training (Barret et al., 2006;Levin & Lockheed, 2012) and resources (Barragán Montaña et al., 2014;Barret et al., 2006;Johnson & Stevens, 2006), and lack of opportunities to participate in decision-making (Johnson & Stevens, 2006). These findings are valuable for the field of education as they enhance our understanding of factors that affect the quality of students' educational outcomes. ...

Effective schools in developing countries

... According to Rogan and Grayson (2003), teachers are responsible for executing the change in the classroom and must receive various forms of support. Verspoor (1989) emphasised the importance of four factors for successful teacher preparation programmes that support curriculum reform: permanent and locally accessible in-service training; effective systems for teacher support, guidance, supervision, and monitoring; adjustment of the content of teacher training to the teachers' level of knowledge and experience; and encouragement of teachers' motivation and commitment. The researcher utilise Analytical Framework as a result of the aforementioned factors. ...

Pathways to change: improving the quality of education in developing countries
  • Citing Article
  • February 1989

... This is an important consideration when researchers and policy makers are interested in how the school environment can influence scholastic development. The majority of HLM studies that have been undertaken using data from African countries have used school characteristics to explain average achievement differences (Lee et al., 2005;Lockheed and Longford, 1989;Nyagura and Riddell, 1993;Willms and Somers, 2001). Only a handful of researchers have gone further to investigate cross-level effects between school factors and student characteristics (Duthilleul and Allen, 2005;Fuller et al., 1994;Lee et al., 2004;Zuze, 2008). ...

A Multilevel model of school effectiveness in a developing country