In order to measure the impact of the intervention, we focus on two sets of outcomes: socioemotional skills, and academic outcomes including math test scores, probability of enrollment in 11<sup>th</sup> grade, and “student engagement” as defined below. Through the CBT-based sessions, PODER aimed at influencing a large array of socioemotional skills, including: a) intrapersonal skills (such as assertiveness, perseverance, emotional regulation), b) stress management (self-control), and c) problem solving.

In June 2017, among those students who had enrolled in the second semester, we administered a multiple-choice questionnaire that students had to complete autonomously under the supervision of two enumerators, and a math standardized test and. The questionnaire included two instruments to elicit socioemotional skills: the PLANEA instrument designed by INEE in collaboration with SEP and the BarOn Emotional Quotient Inventory: Youth Version. Questions on socioemotional outcomes are asked as part of the PLANEA standardized test applied at the end of upper secondary. The instrument has the advantage that is possible to isolate some of the skills targeted by the program: perseverance, feelings’ management and decision making. The BarOn aims at capturing five broad domains: (intrapersonal and interpersonal skills, stress management, adaptability, overall feeling) and 15 specific skills in total. We focus on intrapersonal skills, management, and adaptability, since PODER aimed at influencing a subset of skills within these three broad categories. The math standardized test was developed by taking items from previous editions of the national assessment “ENLACE” for 9<sup>th</sup> grade.

Nationwide, about 25 percent of the students who enrolled in 10<sup>th</sup> grade in the academic year 2015—the year prior to the implementation of PODER—did not enroll in 11<sup>th</sup> grade in the following academic year and 28 percent re-sat the COMIPEMS examination. We measure whether PODER affected the probability of enrolling in the third semester of upper secondary (11<sup>th</sup> grade) and the probability of re-sitting the COMIPEMS exam. Among EMS students in CDMX, not enrolling in 11<sup>th</sup> grade does not necessarily mean that the student decided to disengage from the education system. Some students not enrolling in 11<sup>th</sup> grade might do so to re-enroll in the centralized assignment system, COMIPEMS, to have a chance of getting a place in an academic option that is either more selective or more aligned with their preferences. In this case, it is unclear whether the decision not to enroll in 11<sup>th</sup> grade will lead to negative consequences for the student, therefore we analyze the effect of PODER on 11<sup>th</sup> grade enrollment, re-enrollment to COMIPEMS and a measure of “student engagement” combining both variables (either enrolling in 11<sup>th</sup> grade or, conditional on not enrolling, re-sitting the COMIPEMS).

# **V. Results**

# **5.1 Intention to Treat Effects (ITT)**

In order to simplify the analysis, we focus on summary measures of the socioemotional skills by looking at the first component, proxied through a Bartlett score, obtained by Exploratory Factor Analysis of the PLANEA and the BarOn scales, respectively. The Bartlett score is normalized using the mean and the standard deviation of the control group. Columns (1) to (4) in Table 3 present the estimates of the intention-to-treat effects on the PLANEA principal component. Columns (5) to (8) present the results for the BarOn principal component. Columns (1) and (5) 16