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The Effectiveness of Special Interventions
in Latin American Public Primary Schools |
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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 
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June
3, 2002
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