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Faith-based schools in Latin America : case studies on Fe y Alegría / / Juan Carlos Parra Osorio and Quentin Wodon, editors
Faith-based schools in Latin America : case studies on Fe y Alegría / / Juan Carlos Parra Osorio and Quentin Wodon, editors
Pubbl/distr/stampa Washing, District of Columbia : , : The World Bank, , [2014]
Descrizione fisica 1 online resource (147 p.)
Disciplina 147
Altri autori (Persone) OsorioJuan Carlos
WodonQuentin
Collana World Bank study
Soggetto topico Poor children - Education - Latin America
Educational equalization - Latin America
Soggetto genere / forma Electronic books.
ISBN 0-8213-8814-2
0-8213-8694-8
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Front Cover; Contents; Foreword; Abstract; Acknowledgments; List of Acronyms and Abbreviations; 1 Fe y Alegría School Performance and Practices; 1. Introduction; Tables; Table 1.1 Enrollment statistics for Fe y Alegría programs, 2009; 2. Contributions in This Volume; 3. Conclusion; 4. References; Part I Evaluation of Fe y Alegría Programs in República Bolivariana de Venezuela,Colombia and Peru; 2 The Performance of Decentralized School Systems: Evidence from Fe y Alegría in República Bolivariana de Venezuela; 1. Introduction; 2. Related Literature; 3. Data
Table 2.1 Variable means for treated and nontreated4. Econometric Framework; 5. Results; 6. Reasons for Fe y Alegría'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 Alegría High School Students in Colombia: Is It a Matter of Fe (Faith) or Alegría (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 Alegría schools
Table 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 Alegría minus other schools)-before matching; Table 3.5. Percentage difference in test scores after matching (Fe y Alegría minus other schools)-CEM and PSM; Figure 3.2. Percentage difference between average test scores (Fe y Alegría minus other schools)-propensity score matching; Figure 3.3. Percentage difference between average test scores (Fe y Alegría minus other schools)-CEM matching; 4. Conclusion; 5. References
Table 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 Alegría 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)
Table 5.3. Dropout rate (percentage)
Record Nr. UNINA-9910464389103321
Washing, District of Columbia : , : The World Bank, , [2014]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Faith-based schools in Latin America : : case studies on Fe y Alegria / / Juan Carlos Parra Osorio and Quentin Wodon, editors
Faith-based schools in Latin America : : case studies on Fe y Alegria / / Juan Carlos Parra Osorio and Quentin Wodon, editors
Pubbl/distr/stampa Washington DC : , : World Bank, , [2011]
Descrizione fisica pages cm
Disciplina 379.2/6098
Altri autori (Persone) OsorioJuan Carlos
WodonQuentin
Collana World Bank study
Soggetto topico Poor children - Education - Latin America
Educational equalization - Latin America
ISBN 0-8213-8814-2
0-8213-8694-8
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Front Cover; Contents; Foreword; Abstract; Acknowledgments; List of Acronyms and Abbreviations; 1 Fe y Alegría School Performance and Practices; 1. Introduction; Tables; Table 1.1 Enrollment statistics for Fe y Alegría programs, 2009; 2. Contributions in This Volume; 3. Conclusion; 4. References; Part I Evaluation of Fe y Alegría Programs in República Bolivariana de Venezuela,Colombia and Peru; 2 The Performance of Decentralized School Systems: Evidence from Fe y Alegría in República Bolivariana de Venezuela; 1. Introduction; 2. Related Literature; 3. Data
Table 2.1 Variable means for treated and nontreated4. Econometric Framework; 5. Results; 6. Reasons for Fe y Alegría'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 Alegría High School Students in Colombia: Is It a Matter of Fe (Faith) or Alegría (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 Alegría schools
Table 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 Alegría minus other schools)-before matching; Table 3.5. Percentage difference in test scores after matching (Fe y Alegría minus other schools)-CEM and PSM; Figure 3.2. Percentage difference between average test scores (Fe y Alegría minus other schools)-propensity score matching; Figure 3.3. Percentage difference between average test scores (Fe y Alegría minus other schools)-CEM matching; 4. Conclusion; 5. References
Table 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 Alegría 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)
Table 5.3. Dropout rate (percentage)
Record Nr. UNINA-9910789164103321
Washington DC : , : World Bank, , [2011]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Faith-based schools in Latin America : : case studies on Fe y Alegria / / Juan Carlos Parra Osorio and Quentin Wodon, editors
Faith-based schools in Latin America : : case studies on Fe y Alegria / / Juan Carlos Parra Osorio and Quentin Wodon, editors
Edizione [1st ed.]
Pubbl/distr/stampa Washington DC : , : World Bank, , [2011]
Descrizione fisica pages cm
Disciplina 379.2/6098
Altri autori (Persone) OsorioJuan Carlos
WodonQuentin
Collana World Bank study
Soggetto topico Poor children - Education - Latin America
Educational equalization - Latin America
ISBN 9780821388143
0821388142
9780821386941
0821386948
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Front Cover; Contents; Foreword; Abstract; Acknowledgments; List of Acronyms and Abbreviations; 1 Fe y Alegría School Performance and Practices; 1. Introduction; Tables; Table 1.1 Enrollment statistics for Fe y Alegría programs, 2009; 2. Contributions in This Volume; 3. Conclusion; 4. References; Part I Evaluation of Fe y Alegría Programs in República Bolivariana de Venezuela,Colombia and Peru; 2 The Performance of Decentralized School Systems: Evidence from Fe y Alegría in República Bolivariana de Venezuela; 1. Introduction; 2. Related Literature; 3. Data
Table 2.1 Variable means for treated and nontreated4. Econometric Framework; 5. Results; 6. Reasons for Fe y Alegría'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 Alegría High School Students in Colombia: Is It a Matter of Fe (Faith) or Alegría (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 Alegría schools
Table 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 Alegría minus other schools)-before matching; Table 3.5. Percentage difference in test scores after matching (Fe y Alegría minus other schools)-CEM and PSM; Figure 3.2. Percentage difference between average test scores (Fe y Alegría minus other schools)-propensity score matching; Figure 3.3. Percentage difference between average test scores (Fe y Alegría minus other schools)-CEM matching; 4. Conclusion; 5. References
Table 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 Alegría 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)
Table 5.3. Dropout rate (percentage)
Record Nr. UNINA-9910960097103321
Washington DC : , : World Bank, , [2011]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui