TY - RPRT TI - Targeted Remedial Education: Experimental Evidence from Peru AU - Saavedra, Juan E AU - Näslund-Hadley, Emma AU - Alfonso, Mariana AB - Improving learning among low-achieving students is a challenge in education. We present results from the first randomized experiment of an inquiry-based remedial science education program for low-performing elementary students in a developing-country setting. Third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score at the bottom half of their school distribution in a science test taken at the beginning of the school year are randomly assigned to receive up to 16 remedial science tutoring sessions of 90 minutes each. Control group compliance with assignment is close to perfect. Treatment group compliance is 40 percent, equivalent to 4.5 tutoring sessions, or a 4 percent increase in total science instruction time. Despite the low treatment intensity, students assigned to the remedial sessions score 0.12 standard deviations higher on a science endline test, with all gains concentrated among boys. We find no evidence of remedial education producing within-student spillovers to other subject areas (math or reading) or spillovers on other students in the classroom. We conclude that low-intensity remedial education can have an effect on science learning among low-achieving students. DA - 2017/09// PY - 2017 DP - Zotero SP - 43 LA - en M3 - Technical Note PB - Inter-American Development Bank SN - 1317 ER - TY - JOUR TI - Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs: Experimental Evidence from Colombia AU - Barrera-Osorio, Felipe AU - Linden, Leigh L. AU - Saavedra, Juan E. T2 - American Economic Journal: Applied Economics AB - In 2005 the city of Bogota, Colombia, introduced three conditional cash transfer programs for secondary schooling, randomly assigning socioeconomically disadvantaged students to different payment structures. We show, through administrative data, that forcing families to save one-third of the transfer increases long-term human capital accumulation by means of additional tertiary education—which is not incentivized—, casting doubt on conditionalities as a driving mechanism. Directly incentivizing on-time tertiary enrollment does no better than forcing families to save a portion of the transfer. Whereas forcing families to save increases enrollment in four-year universities, incentivizing tertiary enrollment only increases enrollment in low-quality colleges. DA - 2019/07// PY - 2019 DO - 10.1257/app.20170008 DP - www.aeaweb.org VL - 11 IS - 3 SP - 54 EP - 91 LA - en SN - 1945-7782 ST - Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs UR - https://www.aeaweb.org/articles?id=10.1257/app.20170008 Y2 - 2021/03/19/16:30:33 KW - Education KW - Financial Aid, Returns to Education, Human Capital KW - Household Saving KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Migration KW - Occupational Choice KW - Personal Finance, State and Local Government: Health KW - Public Pensions, Analysis of Education, Educational Finance KW - Skills KW - Welfare ER -