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 inEstudos econômicos - Instituto de Pesquisas Econômicas Vol. 54; no. 2
Main Authors Marinho, Emerson, Bastos, Felipe, Araujo, Jair Andrade de, Oliveira, Francisco
Format Journal Article
LanguageEnglish
Published Departamento de Economia; Faculdade de Economia, Administração, Contabilidade e Atuária da Universidade de São Paulo (FEA-USP) 2024
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Online AccessGet full text
ISSN0101-4161
1980-5357
1980-5357
DOI10.1590/1980-53575424efjf

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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.
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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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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Issue 2
Keywords Conditional cash transfers
Desempenho escolar
Education
Impact evaluation
Educação
Transferência de renda
Transfer income
School performance
Avaliação de impacto
Language English
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Snippet 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...
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Title Evaluating the impact of the Cartão Mais Infância Ceará program on school performance
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