Determining the effects of conditional cash transfers on educational attainment

几十年来，关注如何缩小教育方面的社会经济差距一直是一个重大的政策问题。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现金转移(CCT)方案。在英国，教育赡养费计划(EMA)旨在提高义务教育后入学率。虽然已有大量研究调查了教育记忆对中学学生的参与、保持和学业成就的影响，但很少有文献探讨教育记忆的长期影响。本研究计划利用Next Steps和我们的未来数据集，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。它将为现有文献提供更多的证据，说明EMA自在全国推广以来的长期影响，以及它与取代它的政策(16-19年助学金)和其他国家的CCT计划的影响的比较。需要回答的关键研究问题是：1.EMA的接收状况如何影响高等教育的参与度和学位获得？EMA的影响是否由个人背景特征进一步解释？2.16至19个助学金的影响与EMA的影响是否不同？3.CCT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?