NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH

Educational Impacts and Cost-Effectiveness of Conditional Cash Transfer Programs in Developing Countries: A Meta-Analysis

Sandra García, Juan Saavedra

NBER Working Paper No. 23594
Issued in July 2017
NBER Program(s):Development Economics, Economics of Education

We meta-analyze for impact and cost-effectiveness 94 studies from 47 conditional cash transfer (CCT) programs in low- and middle-income countries worldwide, focusing on educational outcomes that include enrollment, attendance, dropout and school completion. To conceptually guide and interpret the empirical findings of our meta-analysis, we present a simple economic framework of household decision-making that generates predictions, all else constant, for the association between certain program context and design characteristics, and impact estimates. We also present a simple model for the analysis of program costs, using it to compute cost-effectiveness estimates for a subsample of CCT programs. For all schooling outcomes, we find strong support for heterogeneity in impact, transfer-effectiveness, and cost-effectiveness estimates. Our meta-analytic results of impact and transfer-effectiveness estimates provide support to some – but not all – of the predictions from the household decision-making model.

download in pdf format
   (487 K)

email paper

Supplementary materials for this paper:

Machine-readable bibliographic record - MARC, RIS, BibTeX

Document Object Identifier (DOI): 10.3386/w23594

Published: Sandra García & Juan E. Saavedra, 2017. "Educational Impacts and Cost-Effectiveness of Conditional Cash Transfer Programs in Developing Countries: A Meta-Analysis," Review of Educational Research, vol 87(5), pages 921-965.

Users who downloaded this paper also downloaded* these:
Mullahy w23603 Individual Results May Vary: Elementary Analytics of Inequality-Probability Bounds, with Applications to Health-Outcome Treatment Effects
Heckman, Holland, Makino, Pinto, and Rosales-Rueda w23610 An Analysis of the Memphis Nurse-Family Partnership Program
Duflo, Dupas, and Kremer w17939 School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools
Glewwe, Hanushek, Humpage, and Ravina w17554 School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010
Muralidharan and Sheth w19341 Bridging Education Gender Gaps in Developing Countries: The Role of Female Teachers
 
Publications
Activities
Meetings
NBER Videos
Themes
Data
People
About

National Bureau of Economic Research, 1050 Massachusetts Ave., Cambridge, MA 02138; 617-868-3900; email: info@nber.org

Contact Us