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Paper Abstract
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Parental involvement programs aim to increase school-and-parent communication and support
children’s overall learning environment. This paper examines the effects of low-cost, group-based
parental involvement interventions in Mexico using data from two randomized controlled trials.
The first experiment provided financial resources to parent associations. The second experiment
provided information to parents about how to support their children’s learning. Overall, the
interventions induced different types of parental engagement in schools. The information
intervention changed parenting behavior at home – with large effects among indigenous parents
who have historically been discriminated and socially excluded – and improved student behavior
in school. The grants did not impact parent or student behaviors. Notably, we do not find impacts
of either intervention on educational achievement. To understand these null effects, we explore
how social ties between parents and teachers evolved over the course of the two interventions.
Parental involvement interventions led to significant changes in perceived trustworthiness
between teachers and parents. The results suggest that parental involvement interventions can
backfire if institutional rules are unclear about the expectations of parents and teachers as parents
increase their involvement in schools.
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Paper Citation
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Barrera-Osorio, F., Gertler, P., Nakajima, N. and Patrinos, H., 2020. Promoting parental involvement in schools: Evidence from two randomized experiments (No. w28040). National Bureau of Economic Research.
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Paper URL
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https://www.nber.org/papers/w28040
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