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rubio_evaluation_exchange.pdf
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We examine a program that involves parents directly in the management of schools located in highly disadvantaged rural communities. The program, known as AGE, finances parent associations and motivates parental participation by involving them in the management of the school grants. Using a combination of quantitative and qualitative methods, we show that the AGE increased the participation of parents in monitoring school performance and decision-making. Further, we find that AGE improved intermediate school quality indicators, namely grade failure and grade repetition, controlling for the presence of a conditional cash transfer program and other educational interventions.
Authors
![Marta Rubio Codina](/sites/default/files/styles/square_desktop/public/2022-07/Marta%20Rubio%20Codina.jpg?itok=mkO2B7JF)
Research Associate
Marta is a Research Associate, working at the Centre for Evaluation of Development Policies at IFS and at the Inter-American Development.
![Person graphic](/sites/default/files/styles/square_desktop/public/2022-06/IFS-person-graphic.png?itok=hWCtTSrz)
UC Berkeley
![Person graphic](/sites/default/files/styles/square_desktop/public/2022-06/IFS-person-graphic.png?itok=hWCtTSrz)
Harry Patrinos
Report details
- Publisher
- Harvard Graduate School of Education
Suggested citation
P, Gertler and H, Patrinos and M, Rubio Codina. (2008). Empowering parents to improve education: evidence from rural Mexico. London: Harvard Graduate School of Education. Available at: https://ifs.org.uk/publications/empowering-parents-improve-education-evidence-rural-mexico (accessed: 30 June 2024).
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