Giving a second chance: an after-school programme in a shanty town interacted with parent type: lessons from a randomized trial

Cid, Alejandro

doi:10.1080/13803611.2014.968589

Cited by 26 publications

(21 citation statements)

References 31 publications

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“…The findings of the present study confirm the results of the first follow up (Cid, 2014): we find that the after-school program Apoyo Escolar at Los Pinos is also effective in the second follow up, two years after the intervention, in raising children's school performance and improving behavior for those who have committed parents.…”

Section: Introductionsupporting

confidence: 88%

“…In that first follow-up, Cid (2014) finds no evidence of positive average effects on students' academic performance and behavior at elementary school (see Table 2). By employing the number of books at home as an indicator of parent type, Cid (2014) assesses the influence of heterogeneity in parent type on the performance of their children at school.…”

Section: Timeline Of the Program And Data Collectionmentioning

confidence: 91%

“…Inspired by these suggestions, we study the influence of heterogeneity in parents' type on the performance of their children at school, by a randomized control trial, exploiting the oversubscription in an after-school program at a highly deprived neighborhood. This present study seeks to contribute to previous literature showing the second follow up of Cid (2014), two years after the intervention. Cid (2014) showed evidence suggesting that the impact of after-school programs depends on the type of parent.…”

Section: Introductionmentioning

confidence: 90%

“…This present study seeks to contribute to previous literature showing the second follow up of Cid (2014), two years after the intervention. Cid (2014) showed evidence suggesting that the impact of after-school programs depends on the type of parent. Parents might also face pressure to conform to peer norms and it may influence their type.…”

Section: Introductionmentioning

confidence: 90%

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Parents’ aspirations and commitment with education. Lessons from a randomized control trial in a shantytown

Bernatzky

Cid

2018

Studies in Educational Evaluation

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This paper documents the impact of an after-school program called Apoyo Escolar, sited in one of the most vulnerable neighborhoods of a developing country, Uruguay. The outcomes of interest are academic achievement, behavior at school and grade retention. By a field experiment, we explore the interaction effects of being randomly assigned to an after-school program with an indicator of parent commitment-an unaddressed question in previous literature. We found novel results that should guide policy design. Increasing time spent in safe settings does not guarantee academic success: the after-school program is effective in PARENTS' ASPIRATIONS AND COMMITMENT WITH EDUCATION. LESSONS FROM A RANDOMIZED CONTROL TRIAL IN A SHANTYTOWN improving academic performance when children have committed parents. And students' performance at school is highly correlated with parents' educational expectations. Thus, the interaction between hope, family and after-school for disadvantaged children deserves more attention in policy design.

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Section: Introductionsupporting

confidence: 88%

Section: Timeline Of the Program And Data Collectionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 90%

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Parents’ aspirations and commitment with education. Lessons from a randomized control trial in a shantytown

Bernatzky

Cid

2018

Studies in Educational Evaluation

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“…That is, preschool programs do not produce positive impacts simply by changing the environment in which children spend their time. Increasing time in safe, supervised settings is not enough: for instance, parental involvement seems also to be crucial (Cid and Rossi, 2012). Moreover, it may be necessary to explore the type and quality of pre-primary education available to today's children (Weisman et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

Preschool attendance and school-age profiles: A revision

Borráz

Cid

2013

Children and Youth Services Review

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Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean

Cid

2016

Prev Sci

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In this paper, I review an issue that is an urgent challenge in the development field-the effectiveness of after-school programs for preventing school-age youth violence in vulnerable settings in Latin American and the Caribbean. These programs have proliferated in the region and include sports, recreation, music, tutoring, and other focused activities. Given their popularity and because they target known risk factors for violence (such as drop-out from school, poor academic performance, lack of motivation, too much idle time, low quality and quantity of adult supervision, and social isolation), it is critical to examine empirically whether they can be effective prevention strategies. Unfortunately, most rigorous trials of after-school interventions to prevent youth violence have been conducted in developed countries, with far fewer in Latin America. In this review, a broad range of databases was searched systematically. Only six studies in five Latin American and Caribbean countries were identified. Reported results indicate at least some benefits for youth behavior, although not across all youth. Additional concerns regarding how these programs are implemented and whether specific components can be tied to violence prevention are noted. The need for more rigorous evaluation of these programs is noted.

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Giving a second chance: an after-school programme in a shanty town interacted with parent type: lessons from a randomized trial

Cited by 26 publications

References 31 publications

Parents’ aspirations and commitment with education. Lessons from a randomized control trial in a shantytown

Parents’ aspirations and commitment with education. Lessons from a randomized control trial in a shantytown

Preschool attendance and school-age profiles: A revision

Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean

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