Advancing academic opportunitie for disadvantaged youth: third year impact evaluation of a privately - managed school in a poor neighborhood in Montevideo.

Oportunidades académicas de calidad para jóvenes en desventaja: tres años de evaluación de impacto de un centro educativo autogestionado en un barrio de Montevideo de contexto crítico.

Balsa, Ana Inés - Cid, Alejandro
Detalles Bibliográficos
2015
diseño experimental
evaluación mediante aleatorización
centros educativos autogestionados
población de bajos ingresos expectativas académicas
randomized design
private school
low-income population
high expectations
Español
Universidad Católica del Uruguay
LIBERI
https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/578
https://hdl.handle.net/10895/3827
Acceso abierto
Resumen:
Sumario:ABSTRACT. We study the three-year impact of a private tuition-free middle school on the academic outcomes of poor students. Several features of the treatment school fit with innovative paradigms that have delivered successful outcomes in poor urban areas. Our research design exploits the excess of applicants over the school capacity and the fact that participants were selected randomly. Specifically, we follow a cohort of students that entered middle school in 2010 and that were randomly assigned to attend the treatment school or public school as usual. We find that the treatment school impacted favorably on students’ academic advancement and math competencies. Also, the treatment school had a positive —and quite robust over time— impact on students’ and their parents’ academic expectations. This culture of high expectations has been previously identified in the literature as a key input for school success.