Pascaline Dupas of MIT evaluates a "labeled cash transfer" (LCT) program designed by Morocco's Ministry of Education. The data comes from a large randomized experiment across over 600 poor rural communities, comparing an unconditional cash transfer to fathers with variants that added conditionality or targeted mothers. The study measured impacts on school participation and parental beliefs about education.
Use Cases
- Evaluate the impact of unconditional vs. conditional cash transfers on school participation based on the experimental design.
- Compare the effects of targeting transfers to fathers versus mothers on educational outcomes.
- Analyze how a program's labeling as "education support" influences parental investment beliefs.
- Study the cost-effectiveness of different social program designs in a rural development context.
Strengths
- Data is from a large-scale randomized controlled trial, a strong design for causal inference.
- Experiment was conducted over 600 communities, suggesting a substantial sample size.
- Compares four distinct program variants (LCT, conditional, mother-targeted, both) within the same study.
Limitations
- Column-level documentation is absent; field semantics must be inferred after download.
- Row count is unknown, which may limit suitability assessment.
- Data may reflect geographic bias inherent to the study's focus on poor rural communities in Morocco.
Provenance
- Source
- Massachusetts Institute of Technology (Author: Pascaline Dupas)
- Collection Method
- Randomized experiment designed and implemented by Morocco's Ministry of Education.
- Geography
- Poor rural communities in Morocco.