替代条件现金转账设计的中长期教育后果:来自哥伦比亚的实验证据
Felipe Barrera-Osorio1, Leigh L Linden2, Juan E Saavedra3
1Harvard Graduate School of Education, 456 Gutman Library, 6 Appian Way, Cambridge, MA 02138.
American economic journal. Applied economics
|August 9, 2023
概括
强迫家庭储蓄部分现金转移可以促进长期的教育收益,这表明储蓄,而不是条件,驱动人力资本. 激励招生直接产生了比储蓄任务更差的结果.
科学领域:
- 社会经济研究是社会经济研究.
- 教育政策 教育政策
- 行为经济学是一种行为经济学.
背景情况:
- 有条件现金转移 (CCT) 计划被广泛用于鼓励人力资本发展.
- 哥伦比亚波哥大在2005年为中学教育实施了CCT计划,针对弱势学生.
- 该研究考察了不同的CCT结构对长期结果的影响.
研究的目的:
- 评估不同条件现金转移 (CCT) 设计对人力资本积累的有效性.
- 确定在CCT计划中,条件或储蓄机制是否更具影响力.
- 为了比较强制性储蓄与直接入学激励对高等教育的影响.
主要方法:
- 利用了2005年启动的波哥大CCT计划的行政数据.
- 使用随机对照试验 (RCT) 设计与社会经济弱势学生.
- 分析了不同支付结构 (例如,强制性储蓄,直接激励) 对教育成就的影响.
主要成果:
- 强制家庭节省三分之一的现金转移,通过额外的高等教育显著增加了长期的人力资本积累.
- 直接激励按时入读高等教育的效果低于强制性储蓄.
- 强制性储蓄导致了四年制大学的入学人数增加,而直接激励主要促进了低质量的大学的入学人数.
结论:
- 在CCT计划中的储蓄要求可能是培养长期人力资本的更强有力的机制,而不是单独的条件.
- 在CCT课程中激励机制的设计极大地影响所追求的教育途径的质量和类型.
- 这些发现挑战了假设条件是CCT程序行为改变的主要驱动因素的假设.
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