Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes

doi:10.1080/19439342.2014.890362

Publication:
Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes

dc.contributor.author	Baird, Sarah
dc.contributor.author	Ferreira, Francisco H.G.
dc.contributor.author	Özler, Berk
dc.contributor.author	Woolcock, Michael
dc.date.accessioned	2014-04-28T14:51:20Z
dc.date.available	2014-04-28T14:51:20Z
dc.date.issued	2014-03-06
dc.description.abstract	Cash transfer programmes are a popular social protection tool in developing countries that aim, among other things, to improve education outcomes in developing countries. The debate over whether these programmes should include conditions has been at the forefront of recent policy discussions. This systematic review aims to complement the existing evidence on the effectiveness of these programmes in improving schooling outcomes and help inform the debate surrounding the design of cash transfer programmes. Using data from 75 reports that cover 35 different studies, the authors find that both conditional cash transfers (CCTs) and unconditional cash transfers (UCTs) improve the odds of being enrolled in and attending school compared to no cash transfer programme. The effect sizes for enrolment and attendance are always larger for CCTs compared to UCTs, but the difference is not statistically significant. When programmes are categorised as having no schooling conditions, having some conditions with minimal monitoring and enforcement and having explicit conditions that are monitored and enforced, a much clearer pattern emerges whereby programmes that are explicitly conditional, monitor compliance and penalise non-compliance have substantively larger effects (60% improvement in odds of enrolment). Unlike enrolment and attendance, the effectiveness of cash transfer programmes on improving test scores is small at best. More research is needed that examines longer-term outcomes such as test scores and, more generally, evaluating the impacts of UCTs.	en
dc.identifier.citation	Journal of Development Effectiveness
dc.identifier.doi	10.1596/18085
dc.identifier.issn	1943-9342
dc.identifier.uri	https://hdl.handle.net/10986/18085
dc.language.iso	en_US
dc.publisher	Taylor and Francis
dc.rights	CC BY-NC-ND 3.0 IGO
dc.rights.holder	World Bank
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/igo
dc.subject	cash transfers
dc.subject	education
dc.subject	conditionality
dc.subject	systematic review
dc.subject	meta-analysis
dc.subject	conditional cash transfers
dc.subject	unconditional cash transfers
dc.subject	enrollment
dc.subject	education test scores
dc.title	Conditional, Unconditional and Everything in Between : A Systematic Review of the Effects of Cash Transfer Programs on Schooling Outcomes	en
dc.type	Journal Article	en
dc.type	Article de journal	fr
dc.type	Artículo de revista	es
dspace.entity.type	Publication
okr.date.disclosure	2014-04-01
okr.date.doiregistration	2025-05-06T11:38:42.479698Z
okr.doctype	Publications & Research::Journal Article
okr.externalcontent	External Content
okr.globalpractice	Education
okr.globalpractice	Poverty
okr.identifier.doi	10.1080/19439342.2014.890362
okr.journal.nbpages	1-43
okr.language.supported	en
okr.peerreview	Academic Peer Review
okr.relation.associatedurl	http://www.tandfonline.com/doi/abs/10.1080/19439342.2014.890362
okr.topic	Education::Economics of Education
okr.topic	Poverty Reduction::Conditional Cash Transfers
okr.volume	6(1)
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