Supply-side school improvement and the learning achievement of the poorest children in indigenous and rural schools - the case of PARE

Vicente Paqueo and Gladys Lopez-Acevedo
Authors registered in the RePEc Author Service: Gladys Lopez-Acevedo

No 3172, Policy Research Working Paper Series from The World Bank

Abstract: In the past, research findings indicated that most of the differences in student learning were due to socioeconomic factors, and that, therefore, the effect of direct educational interventions to reduce learning inequality was very limited. However, the authors show that learning achievement could increase through appropriately designed, and reasonably well-implemented interventions. An examination of Mexico's PARE program reveals that an increase in learning achievement could be possible for rural, and indigenous schools. The authors'overall conclusion is that supply-side interventions can have substantial effects on the learning achievement of children in indigenous, and rural schools in poor areas. But greater attention needs to be paid to the poorest of the disadvantaged children. This positive conclusion, however, should be tempered by results of the urban sample, confirming earlier findings of the negative relationship between PARE, and student learning growth.

Keywords: Public Health Promotion; Teaching and Learning; Educational Sciences; Primary Education; Health Monitoring&Evaluation; Teachingand Learning; Primary Education; Gender and Education; Educational Sciences; Health Monitoring&Evaluation (search for similar items in EconPapers)
Date: 2003-12-01
References: View complete reference list from CitEc
Citations: View citations in EconPapers (11)

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