Impact Evaluation of Parental Empowerment Program 2008, First Follow-up Survey - Mexico

Abstract
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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 first follow-up survey are documented here.

Geographic coverage
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Chiapas, Guerrero, Puebla and Yucatan states

Analysis unit
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- Students,
- School Principals,
- Teachers,
- Parents.

Kind of data
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Sample survey data [ssd]

Sampling procedure
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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.

Mode of data collection
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Face-to-face [f2f]

Research instrument
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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.

摘要
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本影响评估研究旨在探究对家长参与计划的资金增加对学习成果、家长及教师参与度，以及辍学率和不及格率的影响。
家长参与计划，亦称Apoyo a la Gestión Escolar (AGEs)或学校管理支持，是针对墨西哥最边缘化市镇实施的一项补偿教育项目的一部分。AGEs组成部分经过调整，为125所参与的学校提供额外资源。AGEs的财政支持包括按季度向家长协会学校账户的转移支付，平均每年600美元，具体数额取决于学校规模。参与学校获得的是通常数额的两倍。
研究调查了额外资金、参与度与成果之间的关系。获得额外补助的AGEs学校与未获得额外资金的类似AGEs学校进行了比较。
数据被用于回答以下研究问题：
- 增加的AGEs补助是否会进一步促进家长参与？家长参与是否会提升教师的工作积极性？增加的补助是否会提升教师的工作积极性？
- 增加的补助是否会降低重复、辍学和不及格率？
- 增加的补助是否会改善学习成果，如通过随时间推移的数学和阅读成绩使用ENLACE进行衡量？
对247名学校校长、247名家长、402名教师和8,970名学生进行了问卷调查。
基线调查于2007年10月至11月进行，第一次跟踪评估于2008年6月至12月进行，第二次跟踪评估于2010年1月至2月进行，最终调查于2010年5月至6月进行。
此处记录了第一次跟踪调查的数据集。
地理覆盖范围
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恰帕斯、格雷罗、普埃布拉和尤卡坦州。
分析单元
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- 学生，
- 学校校长，
- 教师，
- 家长。
数据类型
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样本调查数据 [ssd]
抽样程序
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在第一阶段，研究人员将实验的地理覆盖范围限制在拥有更高比例土著人口的农村地区，选择了恰帕斯、格雷罗、普埃布拉和尤卡坦州。
从四个州AGEs学校的总体中，排除了寄宿学校、未参加ENLACE测试的学校和参加其他SBM项目的学校。这留下了5,930所潜在的学校用于实验。从这5,930所学校中，随机选择了250所。随机化导致土著学校和普通学校的分布接近实际情况。这些250所学校必须至少在实验期间的三年内参与AGEs项目，否则无法对其中一半的学校进行实验以隔离更高资金的影响。从这250所学校中，随机分配了125所到处理组，125所到对照组。然后研究人员检查了处理组和对照组的学校尽可能相似，执行了一系列特征均值的t检验。
数据收集方式
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面对面 [f2f]
研究工具
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以下调查工具可用：
1) 学生问卷；
2) 学校校长问卷；
3) 教师问卷；
4) 家长问卷。
问卷收集了关于家长对学校计划了解程度、家长参与计划制定、家长对学生表现的了解程度、家长在决策中的参与度、教师鼓励学生参与和表现、教师出勤率和学生背景等方面的数据。