Impact Evaluation of a Low Cost Private School Model 2013, Baseline Survey
Administrative Records, Education (ad/edu]
In Latin American countries such as Mexico or Colombia, for instance, there are severe capacity constraints in the public schooling system that disproportionately affect poor children.
The objective of this impact evaluation is to document using a rigorous experimental research design how a comprehensive private schooling alternative affects early-grade student outcomes among disadvantaged populations in Mexico City. These outcomes include traditional indicators such as enrollment, attendance and performance on national math and language tests, as well as other outcomes that include second language (English) acquisition, technological proficiency and socio-emotional wellbeing. The second objective is to document behavioral impacts on parents that include involvement in children's education, parenting practices and socio-emotional wellbeing. These outcomes are relevant in the context of this evaluation because a strong component of the program analyzed is its parenting school. Finally, the third objective is to document conditions that might make the program scalable.
The study design incorporates Christel House Mexico lottery application process. Christel House Mexico (CHM) is a non-profit philanthropic organization that provides free or heavily subsidized access to a private school in Mexico City to 412 low-income children in grades 1 through 9. Every year, there are more eligible applicants than available first-grade slots at Christel House Mexico. CHM has determined that, as of 2013, a lottery assignment mechanism is the fairest way to allocate oversubscribed first-grade positions among eligible applicants.
The treatment/control allocation rule for the study was a publicly held lottery in June 2013 for the 2013 first-grade preselected applicants that do not have sibling priority. Similarly, a lottery among first-grade applicants in the 2014 cohort that do not have sibling/orphan priority will randomly allocate students to treatment and control conditions.
There are three main data sources for this impact evaluation. The first data source is baseline administrative data that CHM collects prior to the lottery from all lottery applicants, which includes student socio-demographic information, performance on the baseline screening tests that include, among others, the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV), and basic literacy tests.
The second data source is follow-up performance data on the Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA).
The third data source is cost data from CHM and public schools that lottery losers attend.
Data will be collected annually from FY 2013 to FY 2016. Data collection will be conducted annually from the baseline year (that is, the year before students are admitted into CHM) to the end of 2nd grade. Researchers plan to collect data during May of each evaluation year.
Baseline data for FY 2013 is documented here.
Kind of Data
Administrative records data [adm]
Unit of Analysis
The scope of the study includes:
- student's recruitment and lottery data
- student's family living conditions, income, expenses, assets
- parents' involvement in students' education
- parents' participation at school
- cost of schooling
- parents' perception of Christel House Mexico
- Raven test results,
- WISC test results.
Producers and sponsors
Juan E. Saavedra
Harry A. Patrinos
Dates of Data Collection
Data Collection Mode
Data Collection Notes
In each of the two cohorts of the evaluation sample (2013 and 2014), the evaluation includes two arms: one treatment and one control arm. For each applicant cohort, in the treatment arm applicants without sibling priority are randomly assigned to a first-grade slot at Christel House Mexico (CHM). Applicants without sibling priority who do not gain admission to a first-grade slot at CHM are assigned to the control condition. The unit of assignment is the applicant, which implies that there are no assignment clusters.
The use of the datasets must be acknowledged using a citation which would include:
- the identification of the Primary Investigator (including country name);
- the full title of the survey and its acronym (when available), and the year(s) of implementation;
- the survey reference number;
- the source and date of download (for datasets disseminated online).
Lucrecia Santibanez (RAND), Juan E. Saavedra (RAND), Harry A. Patrinos (World Bank), Raja Bentaouet-Kattan (World Bank) and Kun Yuan (RAND). Mexico Impact Evaluation of a Low Cost Private School Model 2013, Baseline Survey (LCPSMIE-BL). Ref. MEX_2013_LCPSMIE-BL_v01_M. Dataset downloaded from [URL] on [date].
Disclaimer and copyrights
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.
DDI Document ID
Development Data Group
Date of Metadata Production
DDI Document version
v01 (September 2014)