9,964 research outputs found

    Heterogeneous Impacts in PROGRESA

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    The “common effect” model in program evaluation assumes that all treated individuals have the same impact from a program. Our paper contributes to the recent literature that tests and goes beyond the common effect model by investigating impact heterogeneity using data from the experimental evaluation of the Mexican conditional cash transfer program PROGRESA. Our analysis builds upon and extends that in Heckman, Smith and Clements (1997) and more recent studies of quantile treatment effects and random coefficient models. We find strong evidence of systematic (i.e. subgroup) variation in impacts in PROGRESA and modest evidence of heterogeneous impacts conditional on the systematic impacts. We find evidence against the perfect positive dependence assumption that underlies the interpretation of quantile treatment effects as impacts at quantiles of the untreated outcome distribution. Our paper concludes with a discussion of the policy relevance of our findings and of heterogeneous impacts more generally.randomized experiment, quantile treatment effects, heterogeneous impacts

    The Impact of the UK New Deal for Lone Parents on Benefit Receipt

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    This paper evaluates the UK New Deal for Lone Parents (NDLP) program, which aims to return lone parents to work. Using rich administrative data on benefit receipt histories and a "selection on observed variables" identification strategy, we find that the program modestly reduces benefit receipt among participants. Methodologically, we highlight the importance of flexibly conditioning on benefit histories, as well as taking account of complex sample designs when applying matching methods. We find that survey measures of attitudes add information beyond that contained in the benefit histories and that incorporating the insights of the recent literature on dynamic treatment effects matters even when not formally applying the related methods. Finally, we explain why our results differ substantially from those of the official evaluation of NDLP, which found very large impacts on benefit exits.program evaluation, active labor market policy, matching, lone parents, New Deal

    On Educational Performance Measures

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    Quantitative school performance measures (QPMs) are playing an ever larger role in education systems on both sides of the Atlantic. In this paper we outline the rationale for the use of such measures in education, review the literature relating to several important problems associated with their use, and argue that they nonetheless have a positive role to play in improving the educational quality. We delineate several institutional reforms which would help schools to respond "positively" to QPMs, emphasizing the importance of agents' flexibility to change the way they work, and the importance of a sound knowledge base regarding "what works" in raising attainment. We suggest that the present institutional setups in both England and the US too often hold schools accountable for outcomes over which they have little control – but that such problems are far from insurmountable.performance measures, education incentives, school quality

    The determinants of participation in a social program: Evidence from a prototypical job training program

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    This paper decomposes the participation process of a prototypical program into eligibility, awareness, application, acceptance and enrollment. With this decomposition, we determine the sources of unequal participation for different groups, and demonstrate that variables often have very different effects at different stages in the participation process. Our analysis shows that personal choices substantially affect participation and that awareness of program eligibility is a major source of variation in participation.Social program participation; job training performance standards; cream skimming; job training partnership act (JTPA)

    The Determinants of Participation in a Social Program: Evidence from a Prototypical Job Training Program

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    This paper decomposes the participation process of a prototypical program into eligibility, awareness, application, acceptance and enrollment. With this decomposition, we determine the sources of unequal participation for different groups, and demonstrate that variables often have very different effects at different stages in the participation process. Our analysis shows that personal choices substantially affect participation and that awareness of program eligibility is a major source of variation in participation.

    The Determinants of Participation in Adult Education and Training in Canada

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    This paper examines the determinants of participation in, and the amount of time spent on, public and private adult education and training in Canada. Using the master file data from the 1998 Adult Education and Training Survey, we estimate probit models of adult education and training (hereafter just “training”) incidence and hurdle models of total time spent in training. Consistent with the literature, we find that relatively advantaged workers, such as those who have completed high school, are working full time, and work at large firms, acquire more training, often with financial help from their employers. Direct government-sponsored training represents a relative minor component of total training, and is not well targeted to the disadvantaged. This is both surprising and problematic, as the primary justification for government-financed training is to overcome credit constraints among the low skilled and the secondary justification is redistribution. We find large differences among provinces in the incidence of training; this variation appears to result from differences in provincial policies related to training.Adult Education; Training; Canada.
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