Addressing High School Dropouts with a Scalable Intervention : The Case of PODER

Addressing High School Dropouts with a Scalable Intervention : The Case of PODER

Working with the Mexican Ministry of Education, this study piloted a scalable program to reduce high school dropout rates by focusing on socio-emotional skill development and mathematics tutoring. The intervention was evaluated through a randomized...

Full description

Bibliographic Details
Main Authors: Avitabile, Ciro, Cuevas, Janina, de Hoyos, Rafael, Jamison, Julian C.
Format: Working Paper
Language:English
Published: World Bank, Washington, DC 2019
Subjects:
DROPOUT RATE
SECONDARY EDUCATION
EDUCATIONAL ATTAINMENT
ENROLLMENT
EDUCATION POLICY
COGNITIVE BEHAVIORAL THERAPY
RCT
Online Access:http://documents.worldbank.org/curated/en/563321576595684947/Addressing-High-School-Dropouts-with-a-Scalable-Intervention-The-Case-of-PODER
http://hdl.handle.net/10986/33054
id okr-10986-33054
recordtype oai_dc
spelling okr-10986-330542022-09-20T00:13:15Z Addressing High School Dropouts with a Scalable Intervention : The Case of PODER Avitabile, Ciro Cuevas, Janina de Hoyos, Rafael Jamison, Julian C. DROPOUT RATE SECONDARY EDUCATION EDUCATIONAL ATTAINMENT ENROLLMENT EDUCATION POLICY COGNITIVE BEHAVIORAL THERAPY RCT Working with the Mexican Ministry of Education, this study piloted a scalable program to reduce high school dropout rates by focusing on socio-emotional skill development and mathematics tutoring. The intervention was evaluated through a randomized field experiment with more than 5,000 youths at 20 upper secondary schools in Mexico City. An intention-to-treat analysis finds some evidence that exposure to the Opportunities and Development to Avoid Risks Program increases socio-emotional skills, but no evidence that it improves math outcomes or future attendance. Likely explanations for these 0 results include low take-up and other process factors, which are document qualitatively, as well as heterogeneous treatment effects. In particular, an inverse-probability-weighted matching model is suggestive of an effect whereby some students participate actively in the program and drop out of school less often, while other students choose not to participate when given the option and actually drop out more as a result. 2019-12-19T17:15:11Z 2019-12-19T17:15:11Z 2019-12 Working Paper http://documents.worldbank.org/curated/en/563321576595684947/Addressing-High-School-Dropouts-with-a-Scalable-Intervention-The-Case-of-PODER http://hdl.handle.net/10986/33054 English Policy Research Working Paper;No. 9085 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Latin America & Caribbean Mexico
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
topic DROPOUT RATE
SECONDARY EDUCATION
EDUCATIONAL ATTAINMENT
ENROLLMENT
EDUCATION POLICY
COGNITIVE BEHAVIORAL THERAPY
RCT
spellingShingle DROPOUT RATE
SECONDARY EDUCATION
EDUCATIONAL ATTAINMENT
ENROLLMENT
EDUCATION POLICY
COGNITIVE BEHAVIORAL THERAPY
RCT
Avitabile, Ciro
Cuevas, Janina
de Hoyos, Rafael
Jamison, Julian C.
Addressing High School Dropouts with a Scalable Intervention : The Case of PODER
geographic_facet Latin America & Caribbean
Mexico
relation Policy Research Working Paper;No. 9085
description Working with the Mexican Ministry of Education, this study piloted a scalable program to reduce high school dropout rates by focusing on socio-emotional skill development and mathematics tutoring. The intervention was evaluated through a randomized field experiment with more than 5,000 youths at 20 upper secondary schools in Mexico City. An intention-to-treat analysis finds some evidence that exposure to the Opportunities and Development to Avoid Risks Program increases socio-emotional skills, but no evidence that it improves math outcomes or future attendance. Likely explanations for these 0 results include low take-up and other process factors, which are document qualitatively, as well as heterogeneous treatment effects. In particular, an inverse-probability-weighted matching model is suggestive of an effect whereby some students participate actively in the program and drop out of school less often, while other students choose not to participate when given the option and actually drop out more as a result.
format Working Paper
author Avitabile, Ciro
Cuevas, Janina
de Hoyos, Rafael
Jamison, Julian C.
author_facet Avitabile, Ciro
Cuevas, Janina
de Hoyos, Rafael
Jamison, Julian C.
author_sort Avitabile, Ciro
title Addressing High School Dropouts with a Scalable Intervention : The Case of PODER
title_short Addressing High School Dropouts with a Scalable Intervention : The Case of PODER
title_full Addressing High School Dropouts with a Scalable Intervention : The Case of PODER
title_fullStr Addressing High School Dropouts with a Scalable Intervention : The Case of PODER
title_full_unstemmed Addressing High School Dropouts with a Scalable Intervention : The Case of PODER
title_sort addressing high school dropouts with a scalable intervention : the case of poder
publisher World Bank, Washington, DC
publishDate 2019
url http://documents.worldbank.org/curated/en/563321576595684947/Addressing-High-School-Dropouts-with-a-Scalable-Intervention-The-Case-of-PODER
http://hdl.handle.net/10986/33054
_version_ 1764477896413413376

Similar Items