Supply-Side School Improvement and the Learning Achievement of the Poorest Children in Indigenous and Rural Schools : The Case of PARE

In the past, research findings indicated that most of the differences in student learning were due to socioeconomic factors, and that, therefore, the effect of direct educational interventions to reduce learning inequality was very limited. However, the authors show that learning achievement could increase through appropriately designed, and reasonably well-implemented interventions. An examination of Mexico's PARE program reveals that an increase in learning achievement could be possible for rural, and indigenous schools. The authors' overall conclusion is that supply-side interventions can have substantial effects on the learning achievement of children in indigenous, and rural schools in poor areas. But greater attention needs to be paid to the poorest of the disadvantaged children. This positive conclusion, however, should be tempered by results of the urban sample, confirming earlier findings of the negative relationship between PARE, and student learning growth.

Bibliographic Details

Main Authors:	Paqueo, Vicente, Lopez-Acevedo, Gladys
Format:	Policy Research Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2003-12
Subjects:	SCHOOL ADAPTATION, SCHOOL BASED MANAGEMENT, QUALITY OF EDUCATION, ACCESS TO EDUCATION, EQUITY IN EDUCATION, SOCIOECONOMIC FACTORS, EDUCATIONAL PROGRAMS, LEARNING PROCESSES, RURAL EDUCATION, INDIGENOUS EDUCATION, SUPPLY-SIDE POLICY, EDUCATION OF DISADVANTAGED CHILDREN, RURAL-URBAN DIFFERENTIALS, ACHIEVEMENT TESTS, ADDITIONAL RESOURCES, ATTENTION, CLASSROOMS, COST EFFECTIVENESS, DECENTRALIZATION, DEVELOPING COUNTRIES, DISADVANTAGED CHILDREN, DISADVANTAGED GROUPS, DISTANCE EDUCATION, DISTANCE TO SCHOOL, DROPOUT RATES, EDUCATION INDICATORS, EDUCATION PROGRAMS, EDUCATION SYSTEM, EDUCATIONAL EQUITY, EDUCATIONAL MATERIALS, EDUCATIONAL RESEARCH, EDUCATIONAL SERVICES, EDUCATIONAL SYSTEMS, EXPERIMENTAL SCHOOLS, FAMILIES, HABITS, INDIGENOUS CHILDREN, INTERVENTION, INTERVENTIONS, LEARNING, LEARNING ACHIEVEMENT, LEARNING EFFECT, LET, MALNUTRITION, MATHEMATICS, OCCUPATIONS, PAPERS, PARENTS, PEDAGOGY, PRIMARY EDUCATION, PRIMARY EDUCATION SECTOR, PRIMARY SCHOOL, PRIMARY SCHOOL STUDENTS, PRIMARY SCHOOLS, PRINCIPALS, PUBLIC PRIMARY, PUBLIC SCHOOLS, RADIO, RADIO PROGRAMS, READING, REPETITION, REPETITION RATES, RURAL AREAS, RURAL CHILDREN, RURAL SCHOOLS, SCHOOL EFFECTS, SCHOOL IMPROVEMENT, SCHOOL INFRASTRUCTURE, SCHOOL QUALITY, SCHOOLING, SIGNIFICANT IMPACT, STANDARDIZED TESTS, STATE SCHOOLS, STUDENT ACHIEVEMENT, STUDENT LEARNING, TEACHER, TEACHERS, TEACHING, TEACHING MATERIALS, TEST SCORES, TRAINING OF TEACHERS, URBAN AREAS, URBAN SCHOOLS,
Online Access:	http://documents.worldbank.org/curated/en/2003/12/2813117/supply-side-school-improvement-learning-achievement-poorest-children-indigenous-rural-schools-case-pare http://hdl.handle.net/10986/17740
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