Impact Evaluation of Parental Empowerment Program 2010, Endline Survey
Mexico, 2010
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Reference ID
MEX_2010_IEPEP_v01_M_v01_A_PUF
Producer(s)
Harry Anthony Patrinos, National Council for Educational Development (CONAFE)
Created on
Jun 15, 2012
Last modified
Sep 26, 2013
Page views
97351
Downloads
6160
Identification
Survey ID Number
MEX_2010_IEPEP_v01_M_v01_A_PUF
Title
Impact Evaluation of Parental Empowerment Program 2010, Endline Survey
Subtitle
Endline Survey
Country/Economy
| Name | Country code |
|---|---|
| Mexico | MEX |
Study type
Other Household Survey [hh/oth]
Abstract
This impact evaluation study was designed to examine the influence of increased funding for the parental participation program on learning outcomes, parent and teacher involvement, as well as dropout and failure rates.
The parental participation program, also known as Apoyo a la Gestión Escolar (AGEs), or Support to School Management, is part of a larger Compensatory Education Project that is being implemented in the most marginalized municipalities of Mexico. AGEs component was altered to provide additional resources to 125 participating schools. The AGEs financial support consists of quarterly transfers to Parent Associations' school accounts, averaging $600 per year depending on a school size. Participating schools received double the usual amount.
The relationship between extra funding, participation and outcomes were investigated. AGEs schools that received extra grants were compared to a group of similar AGEs schools that did not get the additional funding.
The data was used to address the following research questions:
- Does the increased AGEs grant further parental participation? Does parental participation improve teacher effort? Does the increased grant improve teacher effort?
- Does the increased grant lead to reduced repetition, dropout and failure rates?
- Does the increased grant lead to improved learning outcomes, as measured by math and reading scores over time using ENLACE?
Questionnaires were administered to 247 school principals, 247 parents, 402 teachers and 8,970 students.
The baseline survey was conducted in October-November 2007, the first follow-up assessment took place in June-December 2008, the second follow-up in January-February 2010, and the endline survey was carried out in May-June 2010.
Datasets from the endline survey are documented here.
The parental participation program, also known as Apoyo a la Gestión Escolar (AGEs), or Support to School Management, is part of a larger Compensatory Education Project that is being implemented in the most marginalized municipalities of Mexico. AGEs component was altered to provide additional resources to 125 participating schools. The AGEs financial support consists of quarterly transfers to Parent Associations' school accounts, averaging $600 per year depending on a school size. Participating schools received double the usual amount.
The relationship between extra funding, participation and outcomes were investigated. AGEs schools that received extra grants were compared to a group of similar AGEs schools that did not get the additional funding.
The data was used to address the following research questions:
- Does the increased AGEs grant further parental participation? Does parental participation improve teacher effort? Does the increased grant improve teacher effort?
- Does the increased grant lead to reduced repetition, dropout and failure rates?
- Does the increased grant lead to improved learning outcomes, as measured by math and reading scores over time using ENLACE?
Questionnaires were administered to 247 school principals, 247 parents, 402 teachers and 8,970 students.
The baseline survey was conducted in October-November 2007, the first follow-up assessment took place in June-December 2008, the second follow-up in January-February 2010, and the endline survey was carried out in May-June 2010.
Datasets from the endline survey are documented here.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
- Students,
- School Principals,
- Teachers,
- Parents.
- School Principals,
- Teachers,
- Parents.
Version
Version Description
v01
Edited, anonymized datasets for public use
Edited, anonymized datasets for public use
Scope
Notes
The scope of the study includes:
- Students' characteristics,
- Teachers' characteristics;
- Principals' characteristics;
- Characteristics of schools;
- Scholarships;
- Family;
- Teaching practices;
- Parents' involvement.
- Students' characteristics,
- Teachers' characteristics;
- Principals' characteristics;
- Characteristics of schools;
- Scholarships;
- Family;
- Teaching practices;
- Parents' involvement.
Coverage
Geographic Coverage
Chiapas, Guerrero, Puebla and Yucatan states
Producers and sponsors
Primary investigators
| Name | Affiliation |
|---|---|
| Harry Anthony Patrinos | World Bank |
| National Council for Educational Development (CONAFE) | Secretariat of Public Education, Mexico |
Funding Agency/Sponsor
| Name | Abbreviation |
|---|---|
| World Bank, Spanish Impact Evaluation Trust Fund | SIEF |
Sampling
Sampling Procedure
In the first stage, researchers limited the geographical coverage of the experiment to rural areas with a higher share of indigenous population, selecting Chapas, Guerrero, Puebla and Yucatan states.
From the universe of AGEs schools in the four states, boarding schools, schools not participating in the ENLACE test, and schools participating in other SBM programs were excluded. This left 5,930 potential schools for the experiment. From these 5,930 schools, 250 were randomly selected. Randomization led to a distribution of indigenous and general schools close to the actual distribution. These 250 schools have to be in the AGEs program for at least three years of the duration of the experiment, otherwise it would not be possible to carry out the experiment to isolate the effect of higher funds for half of them. From these 250 schools, 125 were randomly assigned to the treatment group and 125 - to the control group. Then researchers checked that schools in treatment and control groups are as similar as possible, performing t-tests for the means of a series of characteristics.
From the universe of AGEs schools in the four states, boarding schools, schools not participating in the ENLACE test, and schools participating in other SBM programs were excluded. This left 5,930 potential schools for the experiment. From these 5,930 schools, 250 were randomly selected. Randomization led to a distribution of indigenous and general schools close to the actual distribution. These 250 schools have to be in the AGEs program for at least three years of the duration of the experiment, otherwise it would not be possible to carry out the experiment to isolate the effect of higher funds for half of them. From these 250 schools, 125 were randomly assigned to the treatment group and 125 - to the control group. Then researchers checked that schools in treatment and control groups are as similar as possible, performing t-tests for the means of a series of characteristics.
Data Collection
Dates of Data Collection
| Start | End |
|---|---|
| 2010-05 | 2010-06 |
Data Collection Mode
Face-to-face [f2f]
Data Collectors
| Name | Abbreviation |
|---|---|
| Investigacion en Salud y Demografia | INSAD |
Questionnaires
Questionnaires
The following survey instruments are available:
1) Students' Questionnaire;
2) School Principals' Questionnaire;
3) Teachers' Questionnaire;
4) Parents' Questionnaire.
Questionnaires get data on, among other things, parent knowledge of the school plan; parental participation in development of the plan; how informed parents are about student performance; parental involvement in decision-making; teacher encouragement of student participation and performance; teacher absenteeism and students' background.
1) Students' Questionnaire;
2) School Principals' Questionnaire;
3) Teachers' Questionnaire;
4) Parents' Questionnaire.
Questionnaires get data on, among other things, parent knowledge of the school plan; parental participation in development of the plan; how informed parents are about student performance; parental involvement in decision-making; teacher encouragement of student participation and performance; teacher absenteeism and students' background.
Access policy
Contacts
| Name | Affiliation | |
|---|---|---|
| Development Data Group (DECDG) | World Bank | microdata@worldbank.org |
Citation requirements
Use of the dataset must be acknowledged using a citation which would include:
- the identification of the primary investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download.
Example:
Harry Anthony Patrinos, World Bank; National Council for Educational Development (CONAFE). Mexico - Impact Evaluation of Parental Empowerment Program 2010, Endline Survey. Ref. MEX_2010_IEPEP_v01_M_v01_A_PUF. Dataset downloaded from [URL] on [date].
- the identification of the primary investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download.
Example:
Harry Anthony Patrinos, World Bank; National Council for Educational Development (CONAFE). Mexico - Impact Evaluation of Parental Empowerment Program 2010, Endline Survey. Ref. MEX_2010_IEPEP_v01_M_v01_A_PUF. Dataset downloaded from [URL] on [date].
Disclaimer and copyrights
Disclaimer
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Metadata production
DDI Document ID
DDI_MEX_2010_IEPEP_v01_M_v01_A_PUF
Producers
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Antonina Redko | Development Data Group (DECDG) | The World Bank | Generation of DDI documentation |
Date of Metadata Production
2012-06-04
DDI Document version
The following changes were made in v02 compared to v01 produced in June 2012:
1) Edited information in Abstract and Data Collection Dates;
2) Added Data Collectors;
3) Included additional external resources.
1) Edited information in Abstract and Data Collection Dates;
2) Added Data Collectors;
3) Included additional external resources.