What's the Long-Term Impact of Conditional Cash Transfers on Education?

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dc.creatorWorld Bank
dc.date2014-02-12T16:55:11Z
dc.date2014-02-12T16:55:11Z
dc.date2013-06
dc.date.accessioned2026-07-01T01:01:29Z
dc.descriptionCash transfers are used around the world to better encourage poor families to take advantage of educational offerings by offering financial incentives that can boost their income. The Colombia study shows that these can be an important tool not only for encouraging families to enroll their children in school, but also keeping them there. Indeed, the results indicate that students whose families received the cash transfers were more likely to graduate high school, an educational milestone that opens doors to higher education and in developing countries especially, increases employment opportunities. The study showed that higher enrollment, and improved graduation rates, didn't necessarily translate into better learning. Students whose families received the cash transfers didn't show improvements in test scores when compared with students whose families didn't receive the money. It may be that teachers need better training to address the needs of low-income students, or more resources may be required for struggling students. Future research could consider linking cash transfers to school performance, to see whether this incentive encourages students (and their parents) to pay more attention to learning. As part of this, researchers would have to consider what support low-income households might need to monitor and assist their children in school. The Colombia study makes an important contribution to the body of evidence on the effectiveness of cash transfers in keeping kids in school and raising graduation rates. The next step is to understand how cash transfers, or other programs, can successfully be used to boost learning too.
dc.formatapplication/pdf
dc.identifierhttp://documents.worldbank.org/curated/en/2013/06/17940872/whats-long-term-impact-conditional-cash-transfers-education
dc.identifierhttps://hdl.handle.net/10986/17019
dc.identifierhttps://doi.org/10.1596/17019
dc.identifier.urihttp://hdl.handle.net/123456789/414354
dc.languageEnglish
dc.languageen_US
dc.publisherWashington, DC
dc.relationFrom evidence to policy;
dc.rightsCC BY 3.0 IGO
dc.rightshttp://creativecommons.org/licenses/by/3.0/igo/
dc.subjectACHIEVEMENT
dc.subjectADMINISTRATIVE DATA
dc.subjectADULTS
dc.subjectAVERAGE LEVEL
dc.subjectBETTER LEARNING
dc.subjectCENSUS DATA
dc.subjectDEVELOPING COUNTRIES
dc.subjectDEVELOPMENT GOALS
dc.subjectECONOMIC DEVELOPMENT
dc.subjectELEMENTARY SCHOOL
dc.subjectEMPLOYMENT
dc.subjectEMPLOYMENT OPPORTUNITIES
dc.subjectENROLLMENT
dc.subjectENROLLMENT RATES
dc.subjectEVALUATION METHODS
dc.subjectEXAM
dc.subjectFUTURE RESEARCH
dc.subjectGIRLS
dc.subjectHIGH SCHOOL
dc.subjectHIGH SCHOOL DIPLOMA
dc.subjectHIGH SCHOOL GRADUATES
dc.subjectHIGHER EDUCATION
dc.subjectHIGHER ENROLLMENT
dc.subjectHIGHER ENROLLMENT RATES
dc.subjectHUMAN CAPITAL
dc.subjectHUMAN DEVELOPMENT
dc.subjectINCREASING SCHOOL ENROLLMENT
dc.subjectJOB OPPORTUNITIES
dc.subjectLEARNING
dc.subjectLOW-INCOME STUDENTS
dc.subjectMATHEMATICS
dc.subjectNUTRITION
dc.subjectPRIMARY SCHOOL
dc.subjectPRIMARY SCHOOL ENROLLMENT
dc.subjectPRIMARY SCHOOLS
dc.subjectPRIMARY SCHOOLS STUDENTS
dc.subjectRESEARCHERS
dc.subjectRURAL AREAS
dc.subjectSCHOOL ATTENDANCE
dc.subjectSCHOOL CLASSES
dc.subjectSCHOOL COMPLETION
dc.subjectSCHOOL PERFORMANCE
dc.subjectSCHOOL RECORDS
dc.subjectSCHOOLING
dc.subjectSCHOOLS
dc.subjectSECONDARY SCHOOL
dc.subjectSTUDENT GRADUATION RATES
dc.subjectTEACHERS
dc.subjectTECHNICAL TRAINING
dc.subjectTEST SCORES
dc.subjectUNIVERSITY COLLEGE
dc.subjectURBAN AREAS
dc.subjectYOUNG CHILDREN
dc.titleWhat's the Long-Term Impact of Conditional Cash Transfers on Education?

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