Paxson, ChristinaSchady, Norbert R.2014-03-042014-03-042002-05World Bank Economic Reviewhttps://hdl.handle.net/10986/17202Between 1992 and 1998 the Peruvian Social Fund (foncodes) spent about US dollar 570 million funding micro projects throughout the country. Many of these projects involved constructing and renovating school facilities. This article uses data from foncodes, the 1993 population census in Peru, and a 1996 household survey conducted by the Peruvian Statistical Institute to analyze the targeting and impact of foncodes investments in education. A number of descriptive and econometric techniques are employed, including nonparametric regressions, differences in differences, and instrumental variables estimators. Results show that foncodes investments in school infrastructure have reached poor districts and poor households within those districts. The investments also appear to have had positive effects on school attendance rates for young children.en-USCC BY-NC-ND 3.0 IGOACCESS TO EDUCATIONACCESS TO SCHOOLINGANTIPOVERTY PROGRAMATTENDANCE RATEATTENDANCE RATESBASIC SERVICESCHRONIC MALNUTRITIONCLASS SIZECLASSROOMSCOMMUNITY GROUPSCOMMUNITY PARTICIPATIONDEGREESECONOMIC GROWTHECONOMIC PROGRESSEDUCATION EXPENDITUREEDUCATION EXPENDITURESEDUCATION INVESTMENTSEDUCATION OUTCOMESEDUCATION SECTOREDUCATIONAL ATTAINMENTEDUCATIONAL MATERIALSEDUCATIONAL OUTCOMESEDUCATIONAL PERFORMANCEEMPLOYMENTEMPLOYMENT OPPORTUNITIESEVALUATION OF EDUCATIONFOOD POLICYFUTURE RESEARCHGEOGRAPHIC DISTRIBUTIONGEOGRAPHIC TARGETINGHOMESHOUSEHOLD COMPOSITIONHOUSEHOLD HEADHOUSEHOLD INCOMEHOUSEHOLD PER CAPITA INCOMEHOUSEHOLD SURVEYHOUSEHOLD SURVEYSHOUSESHOUSINGHOUSING CENSUSHUMAN DEVELOPMENTHUMAN RESOURCESILLITERACYIMPACT EVALUATIONIMPACT OF EDUCATIONIMPLEMENTATION COMPLETION REPORTINCOMEINCOME GAINSINDICATOR TARGETINGINFRASTRUCTURE IMPROVEMENTSINFRASTRUCTURE PROJECTSINSTRUMENTAL VARIABLESINVESTMENTS IN EDUCATIONLABOR MARKETLEARNINGLEARNING MATERIALSLITERATURELIVING STANDARDSMEANS TESTINGMULTILATERAL ORGANIZATIONSOVERCROWDINGPARENT-TEACHER ASSOCIATIONSPOLITICAL ECONOMYPOORPOOR AREASPOOR CHILDRENPOOR DISTRICTSPOOR HOUSEHOLDSPOVERTY INDEXPOVERTY LINEPOVERTY MAPPOVERTY REDUCTIONPRIMARY EDUCATIONPRIMARY SCHOOLPRIMARY SCHOOLSPRIMARY-SCHOOLPRIMARY-SCHOOL-AGEPRIMARY-SCHOOL-AGE CHILDRENPROGRAM EVALUATIONPUBLIC SCHOOLQUALITY OF EDUCATIONQUALITY OF TEACHERSRADIORESEARCH INSTITUTERETURNS TO EDUCATIONRURALRURAL AREASRURAL COMMUNITIESRURAL COMMUNITYRURAL DISTRICTSRURAL ELECTRIFICATIONRURAL HOUSEHOLDSSAFETYSANITATIONSCHOLASTIC ACHIEVEMENTSCHOOL ATTENDANCESCHOOL BREAKFASTSCHOOL CONSTRUCTIONSCHOOL ENROLLMENTSCHOOL EXPENDITURESCHOOL FACILITIESSCHOOL FUNDINGSCHOOL INFRASTRUCTURESCHOOL QUALITYSCHOOL SUPPLIESSCHOOL YEARSCHOOLCHILDRENSECONDARY SCHOOLSECONDARY SCHOOLSSOCIAL ASSISTANCESOCIAL FUNDSSOCIAL PROGRAMSSPORTSSTRUCTURAL ADJUSTMENTSTRUCTURAL ADJUSTMENT PROGRAMSSTUDENT ACHIEVEMENTTARGETED TRANSFERSTARGETINGTARGETING MECHANISMSTEACHERTEACHER RATIOSTEXTBOOKSUNIVERSITIESURBAN AREASJournal ArticleWorld Bank10.1596/17202