TY - JOUR AU - Barrera-Osorio,Felipe AU - Bertrand,Marianne AU - Linden,Leigh L. AU - Perez-Calle,Francisco TI - Conditional Cash Transfers in Education Design Features, Peer and Sibling Effects Evidence from a Randomized Experiment in Colombia JF - National Bureau of Economic Research Working Paper Series VL - No. 13890 PY - 2008 Y2 - March 2008 UR - http://www.nber.org/papers/w13890 L1 - http://www.nber.org/papers/w13890.pdf N1 - Author contact info: Felipe Barrera Human Development Network The World Bank 1818 H Street, NW, MSN G-8-800 Washington, DC 20433 E-Mail: felipe_barrera-osorio@gse.harvard.edu Marianne Bertrand Booth School of Business University of Chicago 5807 South Woodlawn Avenue Chicago, IL 60637 Tel: 773/834-5943 Fax: 773/702-0458 E-Mail: marianne.bertrand@chicagobooth.edu Leigh L. Linden Department of Economics The Univesrity of Texas at Austin 1 University Station BRB 1.116, C3100 Austin, Texas 78712 E-Mail: leigh.linden@austin.utexas.edu Francisco Perez Calle Associate of Corpovisionarios Carrera 11A No. 112-06 Bogotá, Colombia E-Mail: fperezcalle@msn.com AB - We evaluate multiple variants of a commonly used intervention to boost education in developing countries -- the conditional cash transfer (CCT) -- with a student level randomization that allows us to generate intra-family and peer-network variation. We test three treatments: a basic CCT treatment based on school attendance, a savings treatment that postpones a bulk of the cash transfer due to good attendance to just before children have to reenroll, and a tertiary treatment where some of the transfers are conditional on students' graduation and tertiary enrollment rather than attendance. On average, the combined incentives increase attendance, pass rates, enrollment, graduation rates, and matriculation to tertiary institutions. Changing the timing of the payments does not change attendance rates relative to the basic treatment but does significantly increase enrollment rates at both the secondary and tertiary levels. Incentives for graduation and matriculation are particularly effective, increasing attendance and enrollment at secondary and tertiary levels more than the basic treatment. We find some evidence that the subsidies can cause a reallocation of responsibilities within the household. Siblings (particularly sisters) of treated students work more and attend school less than students in families that received no treatment. We also find that indirect peer influences are relatively strong in attendance decisions with the average magnitude similar to that of the direct effect. ER -