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...
| Main Authors: | , , , |
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| Language: | English |
| Published: |
World Bank, Washington, DC
2019
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| Subjects: | |
| 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 |
| Summary: | 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. |
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