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Faith-based schools in Latin America : case studies on Fe y Alegría /
Many observers consider Fe y Alegría 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 Alegría, a federation of Jesuit schools serving...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington DC :
World Bank,
2014.
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| Colección: | World Bank e-Library.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.
- Annex: Probit Regression for PSMTable A.3.1. Probit regression for participation in Fe y Alegría (PSM); 4 Fe y Alegría Schools in Peru: Analysis of the Institutional Management andPedagogy Model and Lessons for Public Education; 1. Introduction; 2. The Institution of Fe y Alegría; 3. Fe y Alegría in Peru; Table 4.1. Overall enrollment rate Table 4.2. CRECER 1998 results: 4th-grade students; 4. Institutional Management Model: Evidence from a Qualitative Study; Table 4.3. CRECER 1998 results: 6th-grade students; 5. Pedagogical Management Model: Evidence from a Qualitative Study.
- 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).