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Impact Evaluation of Parental Empowerment Program 2010

Mexico, 2010
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Reference ID
MEX_2010_IEPEP-FS2_v01_M_v01_A_PUF
Producer(s)
Harry Anthony Patrinos, National Council for Educational Development (CONAFE)
Metadata
DDI/XML JSON
Created on
Dec 20, 2012
Last modified
Mar 29, 2019
Page views
26521
Downloads
2205
  • Study Description
  • Data Dictionary
  • Downloads
  • Get Microdata
  • Identification
  • Version
  • Scope
  • Coverage
  • Producers and sponsors
  • Sampling
  • Survey instrument
  • Data collection
  • Data Access
  • Disclaimer and copyrights
  • Contacts
  • Metadata production
  • Identification

    Survey ID number

    MEX_2010_IEPEP-FS2_v01_M_v01_A_PUF

    Title

    Impact Evaluation of Parental Empowerment Program 2010

    Subtitle

    Second Follow-up Survey

    Country
    Name Country code
    Mexico MEX
    Study type

    Other Household Survey [hh/oth]

    Abstract

    This impact evaluation study was designed to examine the influence of increased funding for the parental participation program on learning outcomes, parent and teacher involvement, as well as dropout and failure rates.

    The parental participation program, also known as Apoyo a la Gestión Escolar (AGEs), or Support to School Management, is part of a larger Compensatory Education Project that is being implemented in the most marginalized municipalities of Mexico. AGEs component was altered to provide additional resources to 125 participating schools. The AGEs financial support consists of quarterly transfers to Parent Associations' school accounts, averaging $600 per year depending on a school size. Participating schools received double the usual amount.

    The relationship between extra funding, participation and outcomes were investigated. AGEs schools that received extra grants were compared to a group of similar AGEs schools that did not get the additional funding.

    The data was used to address the following research questions:

    • Does the increased AGEs grant further parental participation? Does parental participation improve teacher effort? Does the increased grant improve teacher effort?
    • Does the increased grant lead to reduced repetition, dropout and failure rates?
    • Does the increased grant lead to improved learning outcomes, as measured by math and reading scores over time using ENLACE?

    Questionnaires were administered to 247 school principals, 247 parents, 402 teachers and 8,970 students.

    The baseline survey was conducted in October-November 2007, the first follow-up assessment took place in June-December 2008, the second follow-up in January-February 2010, and the endline survey was carried out in May-June 2010.

    Datasets from the second follow-up survey are documented here.

    Kind of Data

    Sample survey data [ssd]

    Unit of Analysis
    • Students,
    • School Principals,
    • Teachers,
    • Parents.

    Version

    Version Description

    v01
    Edited, anonymized datasets for public use

    Scope

    Notes

    The scope of the study includes:

    • Students' characteristics,
    • Teachers' characteristics;
    • Principals' characteristics;
    • Characteristics of schools;
    • Scholarships;
    • Family;
    • Teaching practices;
    • Parents' involvement.

    Coverage

    Geographic Coverage

    Chiapas, Guerrero, Puebla and Yucatan states

    Producers and sponsors

    Primary investigators
    Name Affiliation
    Harry Anthony Patrinos World Bank
    National Council for Educational Development (CONAFE) Secretariat of Public Education, Mexico
    Funding Agency/Sponsor
    Name
    World Bank, Spanish Impact Evaluation Trust Fund

    Sampling

    Sampling Procedure

    In the first stage, researchers limited the geographical coverage of the experiment to rural areas with a higher share of indigenous population, selecting Chapas, Guerrero, Puebla and Yucatan states.

    From the universe of AGEs schools in the four states, boarding schools, schools not participating in the ENLACE test, and schools participating in other SBM programs were excluded. This left 5,930 potential schools for the experiment. From these 5,930 schools, 250 were randomly selected. Randomization led to a distribution of indigenous and general schools close to the actual distribution. These 250 schools have to be in the AGEs program for at least three years of the duration of the experiment, otherwise it would not be possible to carry out the experiment to isolate the effect of higher funds for half of them. From these 250 schools, 125 were randomly assigned to the treatment group and 125 - to the control group. Then researchers checked that schools in treatment and control groups are as similar as possible, performing t-tests for the means of a series of characteristics.

    Survey instrument

    Questionnaires

    The following survey instruments are available:

    1. Students' Questionnaire;
    2. School Principals' Questionnaire;
    3. Teachers' Questionnaire;
    4. Parents' Questionnaire.

    Questionnaires get data on, among other things, parent knowledge of the school plan; parental participation in development of the plan; how informed parents are about student performance; parental involvement in decision-making; teacher encouragement of student participation and performance; teacher absenteeism and students' background.

    Data collection

    Dates of Data Collection
    Start End
    2010-01 2010-02
    Data Collectors
    Name
    Investigacion en Salud y Demografia
    Data Collection Notes

    The second follow-up collection of data was carried out in the beginning of 2010, instead of fall 2009, due to the swine flu epidemic, which caused the closure of all schools at the end of school year 2008-2009.

    Data Access

    Citation requirements

    Use of the dataset must be acknowledged using a citation which would include:

    • the identification of the primary investigator
    • the title of the survey (including country, acronym and year of implementation)
    • the survey reference number
    • the source and date of download.

    Example:

    Harry Anthony Patrinos, World Bank; National Council for Educational Development (CONAFE). Mexico - Impact Evaluation of Parental Empowerment Program 2010, Second Follow-up Survey. Ref. MEX_2010_IEPEP-FS2_v01_M_v01_A_PUF. Dataset downloaded from [URL] on [date].

    Disclaimer and copyrights

    Disclaimer

    The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.

    Contacts

    Contacts
    Name Affiliation Email
    Development Data Group (DECDG) World Bank microdata@worldbank.org

    Metadata production

    DDI Document ID

    DDI_MEX_2010_IEPEP-FS2_v01_M_v01_A_PUF_WB

    Producers
    Name Affiliation Role
    Antonina Redko The World Bank Generation of DDI documentation
    Date of Metadata Production

    2012-06-04

    Metadata version

    DDI Document version

    v03 (November 2014)
    The year in the study title and the study ID was changed from 2009 to 2010.

    v02 (September 2012)
    The following changes were made in v02 compared to v01 produced in June 2012:

    1. Edited information in Abstract and Data Collection Dates;
    2. Added Data Collectors and Data Collection Notes;
    3. Included additional external resources.
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