One promising avenue to deliver high-quality services to poor populations in developing countries is through subsidized private schools. In theory\, public-private partnerships (PPPs) can help countries satisfy unmet demand for schooling\, as well as provide higher quality options at a fraction of the cost. As part of this study\, we will investigate the impact and cost-effectiveness of a privately provided\, affordable comprehensive schooling model for urban children in poverty. We use data from Christel House de Mexico (CHM)\, a non-profit philanthropic school in Mexico that provides free or heavily subsidized schooling to low-income urban children in Mexico city. The school spans grades 1 through 9. \; Eligibility for access to CHM is means-tested and most families that attend CHM earn less than 2 minimum wages (about $US 200 per month). CHM adheres to a "No Excuses" model similar to those of many charter schools in the U.S. Our evaluation design takes advantage of the lottery assignment for first-grade positions for the 2013\, 2014 and 2015 applicant cohorts. We find that the school has large positive effects in literacy\, and positive\, but smaller effects in Math. About one-third of the impact is due to a longer school day. Qualitative evidence suggests that rest could be attributed to higher teaching quality\, better governance\, and other school climate indicators.
\;
URL;VALUE=URI:https://static.usc.edu/events/effects_private_comprehensive_schooling_model_low-income_children_experimental_evidence SUMMARY:Effects of a Private Comprehensive Schooling Model on Low-income Children: Experimental Evidence from Mexico DTSTART:20170309T200000Z END:VEVENT END:VCALENDAR