Giving a second chance: an after-school program in a shanty town interacted with parent type

Cid, Alejandro; Rossi, Martín A.

dc.rights.license	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.contributor.author	Cid, Alejandro
dc.contributor.author	Rossi, Martín A.
dc.date.accessioned	2022-04-21T16:34:02Z
dc.date.available	2022-04-21T16:34:02Z
dc.date.issued	2012	es
dc.identifier.uri	https://hdl.handle.net/20.500.12806/1339
dc.format.extent	30 p.	es
dc.format.mimetype	application/pdf	es
dc.language	eng	es
dc.publisher	Universidad de Montevideo, Facultad de Ciencias Empresariales y Economía, Departamento de Economía	es
dc.relation.ispartof	Documentos de trabajo del Departamento de Economía	es
dc.rights	Abierto	es
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Apoyo escolar	es
dc.subject	Clases de apoyo	es
dc.title	Giving a second chance: an after-school program in a shanty town interacted with parent type	es
dc.type	Documento de trabajo	es
dc.contributor.filiacion	Cid, Alejandro. Universidad de Montevideo. Uruguay	es
dc.contributor.filiacion	Rossi, Martín A. Universidad de San Andrés	es
dc.type.version	Publicada	es
dc.description.abstractenglish	Most discussion of after-school programs in shanty towns has focused on estimating their average effects. The results of these programs are inconclusive and the explanation may be that the effects are heterogeneous. In this paper, we study the influence of how heterogeneity in the type of parents involved in the program affects the performance of their children at school. We measure performance at school according to academic achievement, behavior and grade retention. In line with previous literature, we employ the number of books at home as a proxy for parent type. By using random assignment to evaluate an after-school program in a developing-country shanty town, we find that it is effective in raising children’s school achievement for those with a committed parent type. Thus, this paper provides evidence that the knowledge of the distribution of effects is crucial to guiding public policy and it is not enough just to change the environment in which young people spend their after school hours, increasing time in safe, supervised settings, it is also necessary to take parenting type into account.
dc.subject.keyword	After-school
dc.subject.keyword	Education
dc.subject.keyword	Impact evaluation
dc.subject.keyword	Randomized experiment
dc.subject.keyword