Improving the Design of Conditional Transfer Programs: Evidence from a Randomized Education Experiment in Colombia
通过学生层面的随机实验，比较了三种教育类有条件现金转移支付设计，发现两种非标准设计（延迟部分转移支付或激励毕业与大学入学）在保持出勤率的同时，显著提高了中学和大学的入学率，尤其对高风险儿童效果明显。
Using a student level randomization, we compare three education-based conditional cash transfers designs: a standard design, a design where part of the monthly transfers are postponed until children have to re-enroll in school, and a design that lowers the reward for attendance but incentivizes graduation and tertiary enrollment. The two nonstandard designs significantly increase enrollment rates at both the secondary and tertiary levels while delivering the same attendance gains as the standard design. Postponing some of the attendance transfers to the time of re-enrollment appears particularly effective for the most at-risk children.