Determining the effects of conditional cash transfers on educational attainment

几十年来，如何缩小教育方面的社会经济差距一直是一个主要的政策问题。为了鼓励年轻人，特别是来自低收入家庭的年轻人继续接受教育，一些国家提出了有条件的现金转移（CCT）方案。在英国，教育维持津贴计划（EMA）旨在提高义务教育后的入学率。虽然大量的研究已经调查了教育干预对中学参与、保留和成绩的影响，但很少有文献探讨教育干预的长期影响。本研究计划使用Next Steps和Our Future数据集，并采用准实验方法，如回归不连续设计、倾向得分匹配和熵平衡。它将通过提供更多关于EMA在全国范围内推出以来的长期影响的证据，以及与替代它的政策（16-19助学金基金）和其他国家的有条件现金转移治疗计划的影响进行比较，从而对现有文献做出贡献。需要回答的关键研究问题是：1。教育管理证书的接受状况如何影响高等教育的参与和学位的获得？个人背景特征是否能进一步解释EMA的影响？16 - 19助学金基金的影响与EMA的影响不同吗？有条件现金资助对其他国家的教育成就有何影响？

The concerns with how to narrow the socio-economic gap in education have been a major policy issue forseveral decades. In order to encourage young people, especially those from low-income families, to stayin education, a number of countries have put forward conditional cash transfer (CCT) programmes. In theUK, the Education Maintenance Allowance programme (EMA) was designed to raise the post-compulsoryenrolment rate. Although a large body of research has investigated the impact of EMA on theparticipation, retention and achievement in secondary school, there is very little literature exploring thelong-term effect of EMA. This research is planning to use the Next Steps and Our Future datasets andadopt quasi-experimental methods, such as regression discontinuity design, propensity score matchingand entropy balancing. It will contribute to the existing literature by providing more evidence on the longtermimpact of EMA since its roll-out nationally and its comparison with the impact of the policy that hasreplaced it (16-19 Bursary Fund) and CCT programmes in other countries.The key research questions to be answered are:1. How does EMA receipt status influence higher education participation and degree attainment? Is theimpact of EMA explained further by individual background characteristics?2. Does the impact of 16 to 19 Bursary Fund differs from the impact of EMA?3. What are the effects of CCTs on educational attainment in other countries?