Supply-Side School Improvement and the Learning Achievement of the Poorest Children in Indigenous and Rural Schools : The Case of PARE

In the past, research findings indicated that most of the differences in student learning were due to socioeconomic factors, and that, therefore, the effect of direct educational interventions to reduce learning inequality was very limited. However, the authors show that learning achievement could i...

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Bibliographische Detailangaben
Hauptverfasser:	Paqueo, Vicente, Lopez-Acevedo, Gladys
Format:	Buch
Sprache:	eng
Schlagworte:	ACCESS TO EDUCATION ACHIEVEMENT TESTS ADDITIONAL RESOURCES ATTENTION CLASSROOMS COST EFFECTIVENESS DECENTRALIZATION DEVELOPING COUNTRIES DISADVANTAGED CHILDREN DISADVANTAGED GROUPS DISTANCE EDUCATION DISTANCE TO SCHOOL DROPOUT RATES EDUCATION INDICATORS EDUCATION OF DISADVANTAGED CHILDREN EDUCATION PROGRAMS EDUCATION SYSTEM EDUCATIONAL EQUITY EDUCATIONAL MATERIALS EDUCATIONAL PROGRAMS EDUCATIONAL RESEARCH EDUCATIONAL SERVICES EDUCATIONAL SYSTEMS EQUITY IN EDUCATION EXPERIMENTAL SCHOOLS FAMILIES HABITS INDIGENOUS CHILDREN INDIGENOUS EDUCATION INTERVENTION INTERVENTIONS LEARNING LEARNING ACHIEVEMENT LEARNING EFFECT LEARNING PROCESSES LET MALNUTRITION MATHEMATICS OCCUPATIONS PARENTS PEDAGOGY PRIMARY EDUCATION PRIMARY EDUCATION SECTOR PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIMARY SCHOOLS PRINCIPALS PUBLIC PRIMARY PUBLIC SCHOOLS QUALITY OF EDUCATION RADIO RADIO PROGRAMS READING REPETITION REPETITION RATES RURAL AREAS RURAL CHILDREN RURAL EDUCATION RURAL SCHOOLS RURAL-URBAN DIFFERENTIALS SCHOOL ADAPTATION SCHOOL BASED MANAGEMENT SCHOOL EFFECTS SCHOOL IMPROVEMENT SCHOOL INFRASTRUCTURE SCHOOL QUALITY SCHOOLING SIGNIFICANT IMPACT SOCIOECONOMIC FACTORS STANDARDIZED TESTS STATE SCHOOLS STUDENT ACHIEVEMENT STUDENT LEARNING SUPPLY-SIDE POLICY TEACHER TEACHERS TEACHING TEACHING MATERIALS TEST SCORES TRAINING OF TEACHERS URBAN AREAS URBAN SCHOOLS
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Zusammenfassung:	In the past, research findings indicated that most of the differences in student learning were due to socioeconomic factors, and that, therefore, the effect of direct educational interventions to reduce learning inequality was very limited. However, the authors show that learning achievement could increase through appropriately designed, and reasonably well-implemented interventions. An examination of Mexico's PARE program reveals that an increase in learning achievement could be possible for rural, and indigenous schools. The authors' overall conclusion is that supply-side interventions can have substantial effects on the learning achievement of children in indigenous, and rural schools in poor areas. But greater attention needs to be paid to the poorest of the disadvantaged children. This positive conclusion, however, should be tempered by results of the urban sample, confirming earlier findings of the negative relationship between PARE, and student learning growth.