[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78499-en":3,"doc-seo-78499-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78499,8796095462418,"Noah","https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780",8,"Research & Report","Secondary Schools with Televised Lessons: The Labor Market Returns of the Mexican Telesecundaria","In regions with too few qualified teachers, technology-delivered instruction can expand access to post-primary schooling. This paper examines the educational and labor-market effects of Mexico’s junior secondary expansion through telesecundarias—schools that deliver televised lessons. Using their staggered rollout from 1968 to 2000, the study shows that additional school density increases junior secondary enrollment, while an extra year of education raises long-run income by 12.5–13.9%, linked to higher labor force participation and reduced reliance on agriculture and informal work.","Secondary Schools with Televised Lessons: The Labor Market Returns of the Mexican Telesecundaria  \nLaia Navarro-Sola ∗  \n7th December, 2021  \nAbstract  \nIn areas with an insufficient supply of qualified teachers, delivering instruction through technology may be a solution to provide education. This paper analyzes the educational and labor market impacts of an expansion of junior secondary education in Mexico through schools using televised lessons, the telesecundarias. Exploiting their staggered rollout from 1968 to 2000, I show that for every additional telesecundaria per 50 children, ten students enroll in junior secondary education. I find that an additional year of education increases long-run income by 12.5–13.9%, driven partly by increased labor force participation and a shift away from agriculture and the informal sector.  \n∗ Institute for International Economic Studies, Stockholm University, SE-106 91, Stockholm, Sweden (email: [laia.navarrosola@iies.su.se](laia.navarrosola@iies.su.se))  \nI am extremely grateful to my advisors Matthew Notowidigdo, Christopher Udry, Jonathan Guryan and Seema Jayachandran for their continuous guidance and support. I also thank Sergio Armella, Bruno Barsanetti, Lori Beaman, Nicola Bianchi, Caterina Calsamiglia, Mitchell Downey, Gaston Illanes, Kirabo Jackson, Benjamin Jones, Vishal Kamat, Ren´e Leal, Karen Macours, Ofer Malamud, Samuel Norris, Pinchuan Ong, Abhijeet Singh, Gabriel Ziegler, as well as seminar participants at ITAM, EALE, University of Chicago HCEO, EWMES, Paris School of Economics, IZA Workshop on the Economics of Education, Stockholm School of Economics, OECD, Collegio Carlo Alberto, University of Warwick, University of St Andrews, CEMFI, Bocconi University, IIES, Stockholm University, NHH Norwegian School of Economics, IESE, World Bank DECRG, Center for Global Development, NEUDC, Banco de M´exico, and Northwestern University for insightful discussions and suggestions. I thank Mattias Folkestad for excellent research assistance and Aniket Panjwani for his early contributions to the paper. A previous version of the paper was circulated as: “Secondary School Expansion through Televised Lessons: The Labor Market Returns of the Mexican Telesecundaria”.  \n1 Introduction  \nAfter steadily increasing for 15 years, the worldwide secondary school enrollment rate has stagnated at about 66% since 2013 (The World Bank, 2019) . This leaves more than 200 million children of secondary-school age out of school (UNESCO, 2017) . Providing post-primary education requires teachers specialized in subjects at advanced levels, but such teachers are in short supply in rural and marginalized areas worldwide, especially in developing countries (Banerjee et al. , 2013) . Given this constraint, delivering content through information and communication technologies (ICT) as a substitute for trained in-person teachers has the potential to help expand post-primary education around the world.  \nThis paper investigates the educational and labor market impacts of a large-scale expansion of secondary education in Mexico through schools using televised lessons, called telesecundarias. Telesecundarias are a type of junior secondary school 1 that delivers all lessons through television broadcasts in a classroom setting, with a single support teacher per grade. The televised content follows the national curriculum and is complemented with learning guides and in-classroom work and discussions. They started in 1968 and by 2016, 18,754 telesecundarias served 1 .43 million students, representing 21 .4% of all junior secondary students. Exploiting the staggered rollout of telesecundarias across different geographical areas and over time, I find that a high density of telesecundarias significantly increases educational attainment, long-run employment, and average income among individuals who could have attended them. I then use the staggered rollout to estimate the labor market returns to pursuing secondary education t","cbCairFw6yGiJVl1","https://ap.wps.com/l/cbCairFw6yGiJVl1","pdf",6714430,3,1,70,"English","en",105,"# Introduction\n## Educational access and teacher shortages\n## Telesecundaria program design and rollout\n## Evidence strategy and expected labor-market effects","[{\"question\":\"What problem does the paper address regarding education in Mexico?\",\"answer\":\"The paper addresses shortages of qualified subject teachers, especially in rural and marginalized areas, and evaluates whether televised lessons can substitute for trained in-person instruction to expand junior secondary education.\"},{\"question\":\"How are telesecundarias delivered to students?\",\"answer\":\"Telesecundarias deliver all lessons through television broadcasts in a classroom setting, supported by a single teacher per grade, with televised content following the national curriculum and accompanying learning guides and in-class activities.\"},{\"question\":\"What are the main labor-market results of additional education via telesecundarias?\",\"answer\":\"An additional year of education increases long-run income by 12.5–13.9%, partly because students’ labor force participation rises and employment shifts away from agriculture and the informal sector.\"}]","Secondary Schools with Televised Lessons: The Labor Market Returns of the Mexican Telesecundaria | 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problem does the paper address regarding education in Mexico?","Question",{"text":76,"@type":77},"The paper addresses shortages of qualified subject teachers, especially in rural and marginalized areas, and evaluates whether televised lessons can substitute for trained in-person instruction to expand junior secondary education.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How are telesecundarias delivered to students?",{"text":81,"@type":77},"Telesecundarias deliver all lessons through television broadcasts in a classroom setting, supported by a single teacher per grade, with televised content following the national curriculum and accompanying learning guides and in-class activities.",{"name":83,"@type":74,"acceptedAnswer":84},"What are the main labor-market results of additional education via telesecundarias?",{"text":85,"@type":77},"An additional year of education increases long-run income by 12.5–13.9%, partly because students’ labor force participation rises and employment 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