05486oam 22010574 450 991081201850332120240402051657.01-4623-3155-61-4518-7334-497866128439761-4527-3392-91-282-84397-4(CKB)3170000000055336(SSID)ssj0001477286(PQKBManifestationID)11853358(PQKBTitleCode)TC0001477286(PQKBWorkID)11449746(PQKB)11392108(OCoLC)539139614(MiAaPQ)EBC1608807(IMF)WPIEE2009187(EXLCZ)99317000000005533620020129d2009 uf 0engurcn|||||||||txtccrHow Good Are Ex Ante Program Evaluation Techniques? The Case of School Enrollment in PROGRESA /Fabian Bornhorst1st ed.Washington, D.C. :International Monetary Fund,2009.35 p. illIMF Working Papers"September 2009."1-4519-1759-7 Intro -- Contents -- I. Introduction -- II. Ex Ante Evaluation: Theory -- A. A Model of Occupational Choice -- B. Estimation and Identification -- C. Impact Simulation -- III. Ex Ante Evaluation: Results -- A. Estimation of the Earnings Vector -- B. Estimation of the Choice Model -- C. Impact Simulation -- IV. The Benchmark: Ex post Analysis -- A. Pre-Program Differences -- B. Difference Estimation -- V. Comparison of Results and Discussion -- VI. Concluding Remarks -- VII. References -- VIII. Appendix -- A. Key Elements of PROGRESA -- B. Data Description -- C. Method for Drawing Choice-consistent Residuals -- D. Bootstrap Mechanism -- Tables -- 1: Weekly Earnings and Per Capita Household Income -- 2: Reported Status -- 3: Sample Means -- 4: Estimation of Earnings Equation -- 5: Actual and Imputed Earnings -- 6: Estimation of the Multinomial Logit Model -- 7: Accuracy of Model Prediction (K=1) -- 8: Estimation of Structural Parameters (K=1) -- 9: Accuracy of Model Prediction (K=0.5) -- 10: PROGRESA Transfer Scheme -- 11: Estimated Transition Matrix -- 12: Pre-Program Differences: Boys -- 13: Pre-Program Differences: Girls -- 14: Difference Estimator: Boys -- 15: Difference Estimator: Girls -- 16: Simulation, D and DD Estimates, and Sensitivity to K -- 17: Transition to Secondary School -- Figures -- 1: Enrollment Ratio: Actual Effect of PROGRESA, D and DD Estimator -- 2: Simulated effect and D estimate.This paper evaluates a microsimulation technique by comparing the simulated outcome of a program with its actual effect. The ex ante evaluation is carried out for a conditional cash transfer program, where poor households were given money if the children attended school. A model of occupational choice is used to simulate the expected impact of the program. The results suggest that the transfer would indeed increase school attendance and do more so among girls than boys. While the simulated effect tends to be larger than the actual effect, the latter lies within bootstrapped confidence intervals of the simulation.IMF Working Papers; Working Paper ;No. 2009/187School attendanceMexicoEvaluationEconometric modelsEconomic assistance, DomesticMexicoEvaluationEconometric modelsPoorMexicoEvaluationEconometric modelsLaborimfMacroeconomicsimfDemographyimfEducation: GeneralimfWages, Compensation, and Labor Costs: GeneralimfLabor Economics: GeneralimfAggregate Factor Income DistributionimfEconomics of the ElderlyimfEconomics of the HandicappedimfNon-labor Market DiscriminationimfEducationimfLabourimfincome economicsimfPopulation & demographyimfWagesimfIncomeimfAgingimfLabor economicsimfPopulation agingimfMexicoimfSchool attendanceEvaluationEconometric models.Economic assistance, DomesticEvaluationEconometric models.PoorEvaluationEconometric models.LaborMacroeconomicsDemographyEducation: GeneralWages, Compensation, and Labor Costs: GeneralLabor Economics: GeneralAggregate Factor Income DistributionEconomics of the ElderlyEconomics of the HandicappedNon-labor Market DiscriminationEducationLabourincome economicsPopulation & demographyWagesIncomeAgingLabor economicsPopulation aging339.4;339.46Bornhorst Fabian1600330International Monetary Fund.Fiscal Affairs Dept.DcWaIMFBOOK9910812018503321How Good Are Ex Ante Program Evaluation Techniques? The Case of School Enrollment in PROGRESA3923371UNINA