The impact of the Bolsa Escola/Familia conditional cash transfer program on enrollment, dropout rates and grade promotion in Brazil

Universal Child Allowance and School Delay of Children in Argentina

“…According to Soares, Perez and Guerreiro (2010), the program shows improvements in poverty and inequality indicators and a clearly positive impact in schooling (although this is not the case for health issues). Glewwe and Kassouf (2012) estimate that the Bolsa Program increased school enrollment in grades 1-4 by about 2.8% in the initial years and by 5.5% in the long run. They also estimate that the plan reduced the dropout rate by 0.3 pp in the first year and by 0.55 pp in the long run, and that increased the grade promotion rate.…”

“…A number of empirical studies indicate that CCT programs are able to induce poor households to invest in the human capital of their children who benefit from increased use of the health services and school attendance (Skoufias and McClafferty, 2001;Glewwe and Olinto, 2004;Attanasio, Fitzsimons and Gomez, 2005;Maluccio and Flores, 2005;Galasso, 2006;Schady and Araujo, 2008;Bobonis and Finan, 2009;Soares, Perez and Guerreiro, 2010;IEG, 2011;Glewwe and Kassouf, 2012) as well as some others indicate otherwise (Perova and Vakis, 2009). There is much less evidence about the success of CCTs in terms of educational attainment or academic performance of the children; furthermore, these studies show mixed results.…”

The contribution of Bolsa Família to the educational achievement of economically disadvantaged children in Brazil

“…Amongst short-term effects, the most common are school enrolment (Behrman, Sengupta and Todd, 2000;Schultz, 2001;Ahmed and Ninno, 2002;Maluccio and Flores, 2004;Behrman, Sengupta and Todd, 2005;Schady and Araujo, 2006;Janvry, Dubois and Sadoulet, 2007;Oosterbeek, Ponce and Schady, 2008;Schady and Araujo, 2008;Borraz and Gonzalez, 2009;Filmer and Shady, 2009;Gitter and Barham, 2009;Glewwe and Kassouf, 2012) and school attendance (Schultz, 2000;Ahmed and Ninno, 2002;Duryea and Morrison, 2004;Maluccio and Flores, 2004;Bastagli, 2008;Filmer and Shady, 2009) due to the conditionalities generally stated in the programmes' theories and designs. Other education-related variables investigated include: age at first entry (Maluccio and Flores, 2004;Behrman, Parker and Todd, 2009), dropout rates (Ahmed and Ninno, 2002;Behrman, Sengupta and Todd, 2005;Baird, McIntosh and Özler, 2011;Glewwe and Kassouf, 2012), re-entry rates (Maluccio and Flores, 2004;Behrman, Sengupta and Todd, 2005), promotion and repetition rates (Duryea and Morrison, 2004;Maluccio and Flores, 2004;Behrman, Sengupta and Todd, 2005;Janvry, Dubois and Sadoulet, 2007;Behrman, Parker and Todd, 2009;Glewwe and Kassouf, 2012), gender gap (Behrman, Sengupta and Todd, 2000;…”

“…In particular, studies about BF's effects on students' educational outcomes are quite rare. An exception is a recent paper by Glewwe and Kassouf (2012) (Oliveira et al, 2007). The educational variables studied were school attendance, dropout, progression, and time allocation between labour and school.…”

Pobreza e municipalização da educação: análise dos resultados do IDEB (2005-2009)

“…However, the impact of the Bolsa Família on dropout rates has been small. Glewwe and Kassouf (2008) concluded that the Bolsa Família accounted for a 0.5 percentage point fall in dropout rates in the first four years of elementary school and 0.4 percentage points for the last four years of primary schooling. The authors argue that the effect of the program on the dropout rate among children of beneficiary families is up to three times greater than the observed overall impact, since only one-third of Brazilian children are served by the program.…”