CIAO DATE: 10/02

The Effectiveness of Special Interventions in Latin American Public Primary Schools

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.

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