LEADER 04918nam 2200661 450 001 9910464389103321 005 20200520144314.0 010 $a0-8213-8814-2 010 $a0-8213-8694-8 035 $a(CKB)3710000000077165 035 $a(EBL)1595467 035 $a(SSID)ssj0001084421 035 $a(PQKBManifestationID)12445425 035 $a(PQKBTitleCode)TC0001084421 035 $a(PQKBWorkID)11035260 035 $a(PQKB)11279211 035 $a(MiAaPQ)EBC1595467 035 $a(Au-PeEL)EBL1595467 035 $a(CaPaEBR)ebr10819722 035 $a(CaONFJC)MIL561113 035 $a(OCoLC)868068483 035 $a(EXLCZ)993710000000077165 100 $a20131227h20142014 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFaith-based schools in Latin America $ecase studies on Fe y Alegri?a /$fJuan Carlos Parra Osorio and Quentin Wodon, editors 210 1$aWashing, District of Columbia :$cThe World Bank,$d[2014] 210 4$dİ2014 215 $a1 online resource (147 p.) 225 0 $aWorld Bank study 300 $aDescription based upon print version of record. 311 $a0-8213-8683-2 311 $a0-8213-8695-6 320 $aIncludes bibliographical references. 327 $aFront Cover; Contents; Foreword; Abstract; Acknowledgments; List of Acronyms and Abbreviations; 1 Fe y Alegri?a School Performance and Practices; 1. Introduction; Tables; Table 1.1 Enrollment statistics for Fe y Alegri?a programs, 2009; 2. Contributions in This Volume; 3. Conclusion; 4. References; Part I Evaluation of Fe y Alegri?a Programs in Repu?blica Bolivariana de Venezuela,Colombia and Peru; 2 The Performance of Decentralized School Systems: Evidence from Fe y Alegri?a in Repu?blica Bolivariana de Venezuela; 1. Introduction; 2. Related Literature; 3. Data 327 $aTable 2.1 Variable means for treated and nontreated4. Econometric Framework; 5. Results; 6. Reasons for Fe y Alegri?a's Improved Performance; Table 2.2 Results of propensity score matching; 7. Conclusion; 8. References; Annex. Regression Results; Table A.2.1. OLS regression results; 3 Performance of Fe y Alegri?a High School Students in Colombia: Is It a Matter of Fe (Faith) or Alegri?a (Joy)?; 1. Introduction; 2. Data and Methodology; Table 3.1. Total number of students and schools in the sample; 3. Results; Table 3.2 Mean value of control variables: Fe y Alegri?a schools 327 $aTable 3.3 Mean value of control variables: other schoolsTable 3.4 Average test scores; Figures; Figure 3.1 Percentage difference between average test scores (Fe y Alegri?a minus other schools)-before matching; Table 3.5. Percentage difference in test scores after matching (Fe y Alegri?a minus other schools)-CEM and PSM; Figure 3.2. Percentage difference between average test scores (Fe y Alegri?a minus other schools)-propensity score matching; Figure 3.3. Percentage difference between average test scores (Fe y Alegri?a minus other schools)-CEM matching; 4. Conclusion; 5. References 327 $aTable 4.4. Development areas defined in curriculum proposalsTable 4.5. Development area: integral communication competencies from the first cycle: written communication (reading); Table 4.6. Development area: communication abilities: reading comprehension sub-abilities: oral reading sub-sub-abilities: for 1st and 2nd grades; 6. Conclusions; 7. References; Annex; Part II Fe y Alegri?a Experiences A Network That Adapts to Local Realities; 5 Literacy in Elementary Schools; 1. Program Context; Table 5.1. Illiteracy rate (percentage); Table 5.2. Education coverage rate (percentage) 327 $aTable 5.3. Dropout rate (percentage) 330 $aMany observers consider Fe y Alegri?a a successful organization, but very few rigorous evaluations have been conducted. This volume is devoted to an assessment of the performance and selected aspects of the management and pedagogical practices of Fe y Alegri?a, a federation of Jesuit schools serving approximately one million children in 20 countries, mostly in Latin America. The available quantitative evidence suggests that the federation's schools often do reach the poor, and that students in Fe y Alegri?a schools tend to perform as well on test scores, if not slightly better than comparable stu 606 $aPoor children$xEducation$zLatin America$vCase studies 606 $aEducational equalization$zLatin America$vCase studies 608 $aElectronic books. 615 0$aPoor children$xEducation 615 0$aEducational equalization 676 $a147 701 $aOsorio$b Juan Carlos$0953544 701 $aWodon$b Quentin$0859707 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464389103321 996 $aFaith-based schools in Latin America$92156074 997 $aUNINA