Browsing by Autor "Juan Saavedra"

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Educational Impacts and Cost-Effectiveness of Conditional Cash Transfer Programs in Developing Countries: A Meta-Analysis
(SAGE Publishing, 2017) Sandra García; Juan Saavedra
We meta-analyze for impact and cost-effectiveness 94 studies from 47 conditional cash transfer programs in low- and middle-income countries worldwide, focusing on educational outcomes that include enrollment, attendance, dropout, and school completion. To conceptually guide and interpret the empirical findings of our meta-analysis, we present a simple economic framework on household decision making that generates predictions, all else constant, for the association between certain program context and design characteristics and impact estimates. We also present a simple model for the analysis of program costs, using it to compute cost-effectiveness estimates for a subsample of programs. For all schooling outcomes, we find strong support for heterogeneity in impact, transfer-effectiveness, and cost-effectiveness estimates. Our meta-analytic results of impact and transfer-effectiveness estimates provide support to some—but not all—of the predictions from the household decision-making model.
Impacts of Conditional Cash Transfer Programs on Educational Outcomes in Developing Countries: A Meta-analysis
(2012) Juan Saavedra; Sandra García
We meta-analyze enrollment, attendance and dropout effect estimates from forty two references of conditional cash transfer program evaluations in fifteen developing countries.
Resumen y precisiones sobre Tras la excelencia docente: cómo mejorar la calidad de la educación para todos los colombianos
(National Pedagogic University, 2014) Sandra García; Darío Maldonado; Guillermo Perry; Catherine Rodríguez; Juan Saavedra; Universidad de los Andes; Catherine Rodríguez; Universidad de los Andes; Juan Esteban Saavedra; Universidad de California del Sur
This article summarizes After Excellence in Education–How to Improve the Quality of Education for all Colombians, a paper recently published by Fun- dacio?n Compartir. At the same time, it answers some criticisms made to the study after its publishing. Specifically, the article attempts to clarify, explain and/ or correct three concerns: methodological issues, the authors’ posture about the role of principals in the quality of education, and the importance of a public policy addressing pedagogical methods.