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The optimizing parent? Household de...

Gove, Amber K.

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The optimizing parent? Household demand for schooling and the impact of a conditional cash transfer program on school attendance and achievement in Brazil.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The optimizing parent? Household demand for schooling and the impact of a conditional cash transfer program on school attendance and achievement in Brazil./
作者:	Gove, Amber K.
面頁冊數:	205 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1280.
Contained By:	Dissertation Abstracts International66-04A.
標題:	Education, Finance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3171726
ISBN:	0542084791

The optimizing parent? Household demand for schooling and the impact of a conditional cash transfer program on school attendance and achievement in Brazil.
Gove, Amber K.

The optimizing parent? Household demand for schooling and the impact of a conditional cash transfer program on school attendance and achievement in Brazil. - 205 p.

Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1280.

Thesis (Ph.D.)--Stanford University, 2005.

Having reached near universal primary enrollment levels, policy makers in developing countries have turned their attention to improving low levels of attainment and achievement, especially among low income groups. Two new approaches, involving parents in school management and transferring payments to families in exchange for school attendance, have become popular strategies. The School Development Program (PDE), in which a school leadership committee of parents and school staff develop a plan for improving their school, was created with the expectation that by increasing parent participation, parents will grow to understand the benefits of schooling and schools will become more accountable to parent needs. The federal Bolsa Escola (School Scholarship) program awards small cash grants (US

ISBN: 0542084791Subjects--Topical Terms:

1020300
Education, Finance.

The optimizing parent? Household demand for schooling and the impact of a conditional cash transfer program on school attendance and achievement in Brazil.
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520 $a Having reached near universal primary enrollment levels, policy makers in developing countries have turned their attention to improving low levels of attainment and achievement, especially among low income groups. Two new approaches, involving parents in school management and transferring payments to families in exchange for school attendance, have become popular strategies. The School Development Program (PDE), in which a school leadership committee of parents and school staff develop a plan for improving their school, was created with the expectation that by increasing parent participation, parents will grow to understand the benefits of schooling and schools will become more accountable to parent needs. The federal Bolsa Escola (School Scholarship) program awards small cash grants (US $5 per child) to families as long as their children maintain a minimum level of attendance. Each of these programs hinge on the idea that all parents are rational, informed consumers of education: presented with the "right" schooling signals they will demand more schooling for their children. Yet there is little evidence to suggest that involving parents or reducing the cost of schooling will lead to higher attendance and achievement.
520 $a This dissertation tests these assumptions for the case of Brazil by exploring the relationship between parent perceptions, expectations, and student outcomes using multivariate regression analysis. Specifically, I seek to answer the question: How are perceptions, expectations and participation in the Bolsa Escola program related to attendance and achievement? In five municipalities located in the urban periphery of Brazil's third-largest city, Salvador, my research team and I administered detailed questionnaires to nearly one thousand matched pairs of students and their parents. I find that among low SES families, the target population of the Bolsa Escola program, there might be a small attendance effect (measurement error in school-reported student attendance prevents more robust results). For achievement, any effect of the PDE or Bolsa Escola programs is due to whether the student attends a high or low performing school. Furthermore, there is no evidence that Bolsa Escola and non-Bolsa Escola families are any better at choosing high performing schools for their children.
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