After Hurricane for the “Central America Mitch,” Consultative Group Reconstruction and Transformation of Central America, accessed November 20, 2013. Retrieved from: 4. Educational Quality in Honduras: Building a Fernando Y. Pavon, “Improving Demand-Driven Education Journal of Public and International Affairs Market,” 11(2008):193-213. Retrieved from: http://www.princeton.edu/jpia/past-issues- 1/2008/11.pdf. 5. Georgia Hall, Joel Tolman, Alicia Wilson and Nicole Yohalem, “How Afterschool Programs Can Most Effectively Promote Positive Youth Development as a Support to Academic Achievement: A Report Commissioned by the Boston After-School for All National Institute on Out of Partnership” (2003): 1-95. Retrieved from: . School Time in Latin Guillermo Ferrer, “Education Assessment Systems America” Current Practice and Future Challenges: (2006): 3. Retrieved from: PREAL Honduran Organization for Youth Empowerment. Retrieved from: Reality,” Jose L. Machinea, Millennium Development Goals: A Latin American and “The Carribbean Perspective” 2005. PDF. Retrieved from: Santiago: United Nations, Leon Feinstein and is the relationship between child Annik Sorhaindo, “What nutrition and school Center for Research on the Wider Benefits of outcomes?” 18 (2006): 1-38. Retrieved from: . Learning Nancy Birdsall, Ruth Levine, and Universal Primary Amina Ibrahim, “Toward Education: Investments, Incentives, and Institutions. Task Force on Education and (2005): 1- 207. Retrieved from: . UNDP: Millennium Project Gender Equality” Nancy After-school Programs,” 85 (2006): Principal Protheroe, “Successful Retrieved from: . in Brief “Parent, Family, Community Involvement Education.” NEA Policy (2008), 1. Retrieved from: education (ISCED 1) Drop-out Retrieved from: “Primary rate,” UNdata. http://data.un.org/Data.aspx?d=UNESCO&f=series%3ADR_1.
“Central America After Hurricane Mitch,” Consultative Group for the Reconstruction and Transformation of Central America, accessed November 20, 2013. Retrieved from: 4. Fernando Y. Pavon, “Improving Educational Quality in Honduras: Building a Demand-Driven Education Market,” Journal of Public and International Affairs 11(2008):193-213. Retrieved from: http://www.princeton.edu/jpia/past-issues- 1/2008/11.pdf. 5. Georgia Hall, Joel Tolman, Alicia Wilson and Nicole Yohalem, “How Afterschool Programs Can Most Effectively Promote Positive Youth Development as a Support to Academic Achievement: A Report Commissioned by the Boston After-School for All Partnership” National Institute on Out of School Time (2003): 1-95. Retrieved from: . Guillermo Ferrer, “Education Assessment Systems in Latin America” Current Practice and Future Challenges: PREAL (2006): 3. Retrieved from: Honduran Reality,” Organization for Youth Empowerment. Retrieved from: Jose L. Machinea, “The Millennium Development Goals: A Latin American and Carribbean Perspective” Santiago: United Nations, 2005. PDF. Retrieved from: Leon Feinstein and Annik Sorhaindo, “What is the relationship between child nutrition and school outcomes?” Center for Research on the Wider Benefits of Learning 18 (2006): 1-38. Retrieved from: . Nancy Birdsall, Ruth Levine, and Amina Ibrahim, “Toward Universal Primary Education: Investments, Incentives, and Institutions. Task Force on Education and Gender Equality” UNDP: Millennium Project (2005): 1- 207. Retrieved from: . Nancy Protheroe, “Successful After-school Programs,” Principal 85 (2006): Retrieved from: . “Parent, Family, Community Involvement in Education.” NEA Policy Brief (2008), 1. Retrieved from: “Primary education (ISCED 1) Drop-out rate,” UNdata. Retrieved from: http://data.un.org/Data.aspx?d=UNESCO&f=series%3ADR_1.
Achieving_a_Quality_Education_PWP_entry.docx