Evaluating the impact of the Cartão Mais Infância Ceará program on school performance
Abstract The primary objective of this paper is to evaluate the impact of the Cartão Mais Infância Ceará (CMIC) program on students’ school performance in the Portuguese and Mathematics exams of the Permanent Assessment System for Basic Education in Ceará (SPAECE). The analysis focuses on students f...
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Published in | Estudos econômicos - Instituto de Pesquisas Econômicas Vol. 54; no. 2 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
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Departamento de Economia; Faculdade de Economia, Administração, Contabilidade e Atuária da Universidade de São Paulo (FEA-USP)
2024
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ISSN | 0101-4161 1980-5357 1980-5357 |
DOI | 10.1590/1980-53575424efjf |
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Abstract | Abstract The primary objective of this paper is to evaluate the impact of the Cartão Mais Infância Ceará (CMIC) program on students’ school performance in the Portuguese and Mathematics exams of the Permanent Assessment System for Basic Education in Ceará (SPAECE). The analysis focuses on students from families benefiting from the program between the years 2018 and 2019. The method employed is the difference-in-differences model, coupled with the propensity score approach following the design proposed by Blundell and Dias (2009), which is suitable for repeated cross-sections data structures. The findings reveal that being part of a CMIC family is, on average, associated with a performance improvement of approximately 11.63% and 11.52% in the SPAECE Portuguese and Mathematics exams, respectively, compared to students from non-participating families.
Resumo Este artigo tem o objetivo de avaliar o impacto do programa Cartão Mais Infância Ceará (CMIC) no desempenho escolar, nos exames do Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE) de português e matemática de alunos pertencentes a famílias beneficiárias desse programa entre os anos de 2018 e 2019. Para tanto, utiliza-se o método de Diferenças-em-Diferenças em conjunto com o escore de propensão nos moldes propostos por Blundell e Dias (2009), adequado para estruturas de dados de cross-sections repetidos. Os resultados indicam que pertencer a uma família beneficiária do CMIC está associado, em média, a um desempenho aproximadamente de 11,63% e 11,52% maior nos exames SPAECE de português e matemática, respectivamente, em relação aos alunos que não pertencem a famílias atingidas pelo programa. |
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AbstractList | Abstract The primary objective of this paper is to evaluate the impact of the Cartão Mais Infância Ceará (CMIC) program on students’ school performance in the Portuguese and Mathematics exams of the Permanent Assessment System for Basic Education in Ceará (SPAECE). The analysis focuses on students from families benefiting from the program between the years 2018 and 2019. The method employed is the difference-in-differences model, coupled with the propensity score approach following the design proposed by Blundell and Dias (2009), which is suitable for repeated cross-sections data structures. The findings reveal that being part of a CMIC family is, on average, associated with a performance improvement of approximately 11.63% and 11.52% in the SPAECE Portuguese and Mathematics exams, respectively, compared to students from non-participating families.
Resumo Este artigo tem o objetivo de avaliar o impacto do programa Cartão Mais Infância Ceará (CMIC) no desempenho escolar, nos exames do Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE) de português e matemática de alunos pertencentes a famílias beneficiárias desse programa entre os anos de 2018 e 2019. Para tanto, utiliza-se o método de Diferenças-em-Diferenças em conjunto com o escore de propensão nos moldes propostos por Blundell e Dias (2009), adequado para estruturas de dados de cross-sections repetidos. Os resultados indicam que pertencer a uma família beneficiária do CMIC está associado, em média, a um desempenho aproximadamente de 11,63% e 11,52% maior nos exames SPAECE de português e matemática, respectivamente, em relação aos alunos que não pertencem a famílias atingidas pelo programa. Abstract The primary objective of this paper is to evaluate the impact of the Cartão Mais Infância Ceará (CMIC) program on students’ school performance in the Portuguese and Mathematics exams of the Permanent Assessment System for Basic Education in Ceará (SPAECE). The analysis focuses on students from families benefiting from the program between the years 2018 and 2019. The method employed is the difference-in-differences model, coupled with the propensity score approach following the design proposed by Blundell and Dias (2009), which is suitable for repeated cross-sections data structures. The findings reveal that being part of a CMIC family is, on average, associated with a performance improvement of approximately 11.63% and 11.52% in the SPAECE Portuguese and Mathematics exams, respectively, compared to students from non-participating families. |
Author | Marinho, Emerson Araujo, Jair Andrade de Bastos, Felipe Oliveira, Francisco |
AuthorAffiliation | Universidade Federal do Ceará |
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Author_xml | – sequence: 1 givenname: Emerson orcidid: 0000-0001-5828-6169 surname: Marinho fullname: Marinho, Emerson organization: Universidade Federal do Ceará, Brasil – sequence: 2 givenname: Felipe orcidid: 0000-0001-5598-2935 surname: Bastos fullname: Bastos, Felipe organization: Universidade Federal do Ceará, Brasil – sequence: 3 givenname: Jair Andrade de orcidid: 0000-0001-6297-9558 surname: Araujo fullname: Araujo, Jair Andrade de organization: Universidade Federal do Ceará, Brasil – sequence: 4 givenname: Francisco orcidid: 0009-0009-7972-4231 surname: Oliveira fullname: Oliveira, Francisco organization: Universidade Federal do Ceará, Brasil |
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Cites_doi | 10.3102/0034654317723008 10.1016/B978-0-08-044894-7.01231-8 10.1086/655458 10.1080/19439341003628681 10.3368/jhr.44.3.565 10.1016/j.jeconom.2004.04.011 10.2307/2971733 10.1590/0103-6351/3929 10.1177/1536867X1601600108 10.2307/145317 10.1590/1413-8050/ea388 10.1080/19439342.2014.890362 10.1111/1467-937X.00044 |
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Keywords | Conditional cash transfers Desempenho escolar Education Impact evaluation Educação Transferência de renda Transfer income School performance Avaliação de impacto |
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