The Impact of Cash Transfers on School Enrollment : Evidence from Ecuador
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World Bank, Washington, DC
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This paper presents evidence about the
impact on school enrollment of a program in Ecuador that
gives cash transfers to the 40 percent poorest families. The
evaluation design consists of a randomized experiment for
families around the first quintile of the poverty index and
of a regression discontinuity design for families around the
second quintile of this index, which is the program's
eligibility threshold. This allows us to compare results
from two different credible identification methods, and to
investigate whether the impact varies with families'
poverty level. Around the first quintile of the poverty
index the impact is positive while it is equal to zero
around the second quintile. This suggests that for the
poorest families the program lifts a credit constraint while
this is not the case for families close to the eligibility threshold.
Palabras clave
ADMINISTRATIVE BURDEN, BIASES, CASH TRANSFER PROGRAMS, CASH TRANSFERS, CHILD DEVELOPMENT, CHILD EDUCATION, CHILD HEALTH, CHILD LABOR, COGNITIVE DEVELOPMENT, COMPULSORY SCHOOLING, CREDIT CONSTRAINT, DEVELOPMENT BANK, EDUCATION SYSTEM, ELIGIBILITY, ENROLLMENT, ENROLLMENT FOR CHILDREN, ENROLLMENT OF CHILDREN, ENROLLMENT RATE, ENROLLMENT RATES, ENROLLMENTS, EXPENDITURES, FERTILITY, FINANCIAL RESOURCES, GENDER, GIRLS, GRADE LEVELS, HEAD OF HOUSEHOLD, HEALTH CARE, HEALTH CARE CENTERS, HEALTH CENTERS, HIGH INEQUALITY, HOUSEHOLD SIZE, HOUSEHOLDS, HUMAN CAPITAL, HUMAN DEVELOPMENT, ILLITERACY, INCOME, INTERNATIONAL BANK, INTERVENTION, LABOR MARKET, POOR, POOR FAMILIES, POVERTY ALLEVIATION, POVERTY INDEX, POVERTY LEVELS, POVERTY REDUCTION, POVERTY THRESHOLD, PRIMARY SCHOOL, PRIMARY SCHOOLS, PROBABILITY, RECEIPT, RURAL, RURAL AREAS, SCHOOL ATTENDANCE, SOCIAL PROGRAMS, TEACHERS, UNIFORMS, URBAN AREA, URBAN AREAS