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Begin New Search Topic Education Content Type Working Paper Publishing Institution Center for Distributive, Labor and Social Studies (CEDLAS) Publication Year within 5 Years Publication Year within 3 Years

1. The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala

Author:
Andres Ham, Emmanuel Vazquez, and Monica Yanez-Pagans
Publication Date:
05-2023
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a “stoplight” system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences.
Topic:
Education, Government, COVID-19, and Schools
Political Geography:
Central America and Guatemala

2. The Short-Term Labor Market Impact of Venezuelan Immigration in Peru

Author:
Celia P. Vera and Juan Pablo Jiménez
Publication Date:
10-2022
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
Peru is the second-largest recipient of Venezuelans worldwide. We combine newly available data on Venezuelans living in Peru and the Peruvian Household Survey to assess the impact of Venezuelan migration on natives’ wages and employment. The initial regression analysis exploits the variation in supply shifts across education-experience groups over time. It indicates that immigration in Peru had no adverse impact on native wages. However, the paper highlights that in Peru immigrants and natives with similar education and experience are likely to work in different occupations. The subsequent analysis based on occupational clustering confirms the null effect on wages and indicates that a 20% increase in immigrants decreases formal employment by 6%. We do not find evidence for changes in employment composition toward informality so that migration operates through the extensive margin of employment. We report evidence in favor of immigrants being a close substitute to the least productive natives, suggesting that firms substitute native formal labor for low-cost immigrant informal labor.
Topic:
Education, Immigration, Labor Market, and Informal Economy
Political Geography:
South America, Venezuela, and Peru

3. Scalable Early Warning Systems for School Dropout prevention: Evidence from a 4.000-School Randomized Controlled Trial

Author:
Francisco Haimovich, Emmanuel Vazquez, and Melissa Adelman
Publication Date:
08-2021
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
Across many low- and middle-income countries, a sizable share of young people drop out of school before completing a full course of basic education. Early warning systems that accurately identify students at risk of dropout and support them with targeted interventions have shown results and are in widespread use in high-income contexts. This paper presents impact evaluation results from an early warning system pilot program in Guatemala, a middle-income country where nearly 40 percent of sixth graders drop out before completing ninth grade. The pilot program, which was implemented in 17 percent of Guatemala’s primary schools and largely leveraging existing government resources, reduced the dropout rate in the transition from primary to lower secondary school by 4 percent (1.3 percentage points) among schools assigned to the program, and by 9 percent (3 percentage points) among program compliers. Although the effect size is relatively modest, the low cost of the program (estimated at less than US$3 per student) and successful implementation at scale make this a promising and cost-effective approach for reducing dropout in resource-constrained contexts like Guatemala.
Topic:
Education, Management, Schools, Dropout Prevention, Early Warning, and Impact Evaluation
Political Geography:
Central America and Guatemala

4. A decomposition method to evaluate the ‘paradox of progress’ with evidence for Argentina

Author:
Javier Alejo, Leonardo Gasparini, Gabriel Montes-Rojas, and Walter Sosa-Escudero
Publication Date:
12-2021
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
The ‘paradox of progress’ is an empirical regularity that associates more education with larger income inequality. Two driving and competing factors behind this phenomenon are the convexity of the ‘Mincer equation’ (that links wages and education) and the heterogeneity in its returns, as captured by quantile regressions. We propose a joint least-squares and quantile regression statistical framework to derive a decomposition in order to evaluate the relative contribution of each explanation. The estimators are based on the ‘functional derivative’ approach. We apply the proposed decomposition strategy to the case of Argentina 1992 to 2015.
Topic:
Economics, Education, Inequality, Quantile Regression, and Paradox of Progress
Political Geography:
Argentina and South America