Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/320327 
Year of Publication: 
2025
Citation: 
[Journal:] Quantitative Economics [ISSN:] 1759-7331 [Volume:] 16 [Issue:] 1 [Year:] 2025 [Pages:] 133-183
Publisher: 
The Econometric Society, New Haven, CT
Abstract: 
This paper develops and estimates a dynamic model, which integrates value-added and school-choice models, to evaluate grade-by-grade and cumulative impacts of the Mexican Prospera conditional cash transfer (CCT) program on educational achievement. The empirical application advances the previous literature by estimating policy impacts on learning, accounting for dynamic selective school attendance, and incorporating both observed and unobserved heterogeneity. A dynamic framework is critical for estimating cumulative learning effects because lagged achievements are important determinants of current achievements. The model is estimated using rich nationwide Mexican administrative data on schooling progression and mathematics and Spanish test scores in grades 4-9 along with student and family survey data. The estimates show significant CCT impacts on learning and educational attainment, particularly for students from poorer households. Results show that telesecondary schools (distance learning) play a crucial role in facilitating school attendance and in fostering skill accumulation.
Subjects: 
Conditional cash transfers
dynamic modeling
educational attain-ment
learning achievement
Mexico
JEL: 
C53
I25
I38
J24
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by-nc Logo
Document Type: 
Article

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