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  On "Subject" mention article name and author

The Effectiveness of Special Interventions in Latin American Public Primary Schools 

By Joan B. Anderson. Editor Jeffrey Stark
Working Paper No. 5, May 2002
The Dabte B. Fascell North-South Center
University of Miami

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In pursuit of improved quality and more equity in education, public primary schools in Latin America have utilized several compensatory educational policies that include special interventions such as food aid programs, distribution of free textbooks, classroom libraries, in-service teacher training, extra classes and extra school sessions, tutors and mentors, and scholarships.  Using data on children and schools in Argentina, Brazil, Chile, and Mexico, this paper presents the results of cross-country, empirical estimates of the effects of these interventions on language and math achievement and on the likelihood of promotion, both at the school level and at the level of individual children. Language and math achievement was measured by scores on UNESCO-developed language and math examinations administered to each of the 2,048 children in the sample. In addition, the paper addresses whether a particular intervention is equally effective in poor and non-poor environments and whether these compensatory interventions in fact target those who need them most. Empirical findings suggest that the most effective programs are classroom libraries, distribution of textbooks, distribution of food, and teacher training. For programs to be compensatory, the research indicates that better targeting of scarce resources toward low-income schools and children is needed.

Working Paper No. 5 

Revista INTER-FORUM is affiliated with (ICCAP)

Any reproduction in part or whole is strictly forbidden without the authors written authorization  


June 3, 2002


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