Abstract
In this paper I develop a model to reproduce the phenomenon of high intergenerational correlations in education observed in Latin American Countries. The model is based on empirical evidence and implemented through agent based modeling techniques. The effect of conditional cash transfer programs on educational mobility is then analyzed. The results suggest that conditional cash transfer program can substantially increase intergenerational mobility in education. I find that using parental education as eligibility criterion and adapting the subsidies to the income level can improve the efficiency of a program in increasing educational mobility as compared to a purely income based program.
Highlights
Following the economic crisis of 2008, economic and social inequalities moved back into the focus of public interest and nourished social movements all over the world
I develop a model of educational mobility allowing me to analyze the effect of conditional cash transfer programs on the intergenerational link in years of schooling
In this study I develop a model to reproduce the high intergenerational correlations in education observed in Latin America
Summary
Following the economic crisis of 2008, economic and social inequalities moved back into the focus of public interest and nourished social movements all over the world. [1] argues that the state of inequality gives rise to anger, but the fact that social mobility is very low, giving little hope to those at the bottom of the social ladder. Increasing the number of years of education among the most disadvantaged people in the society is a main goal of many recently introduced conditional cash transfer (CCT) programs. I develop a model of educational mobility allowing me to analyze the effect of conditional cash transfer programs on the intergenerational link in years of schooling. I use the model in order to see whether (conditional) cash transfer programs can increase educational mobility and what properties of these programs matter most. It is important to notice that I focus on the quantity of schooling and assume quality to be constant
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