The Pantawid Pamilyang Pilipino Program (4Ps) provides cash grants to the poorest families in the Philippines to improve children's health, nutrition, and education. It gives a monthly health grant of 500 pesos per household and an education grant of 300 pesos per child per month for up to three children per household. The program aims to reduce poverty, achieve universal primary education, and improve child health in line with the Millennium Development Goals.

2. The Pantawid Pamilyang Pilipino Program (4Ps)
is a conditional cash transfer (CCT) program
implemented by the Philippine government that
provides cash grants to the poorest of the poor, to
improve the health, nutrition, and the education of
children aged 0-18.
The 4Ps has two types of cash grants that are
given out to household-beneficiaries: health
grant: P500 per household every month, or a total of
P6,000 every year and education grant: P300 per
child every month for ten months, or a total of P3,000
every year (a household may register a maximum of
three children for the program) T
Health Grants. The health grant is aimed at
promoting healthy practices, improving the nutritional
status of young children, and increasing the use of
health services.

3. The Philippines is one of the 189 United Nations
member-countries that adopted the Millennium
Development Goals . Government officials and program
materials all stated that the objectives of the program
were to address specific Millennium Development Goals.
Reduction poverty and hunger; achievement of universal
primary education; and reduction of child mortality were
among the 5 main objectives.
Other specific objectives of the program are to: “(i)
keep children in school, (ii) keep children healthy, and (iii)
invest in the future of children” (Chaudhury et al., 2013,
p. 9). Another objective of Pantawid Pamilya was “to help
poor households with short- term consumption needs
while promoting investments in the education and health
of their children to help break intergenerational
transmission of poverty” (Chaudhury et al. 2013, p. 14).

4. Among public secondary school students in Laguna, 4Ps
has a positive impact on school attendance, but the
problem of non-attendance is still severe especially
among high school students in T National Agricultural
School . There are also local studies that focused on the
program’s impact in general, such as that of Reyes,
Tabuga, Mina, and Asis (2015), which concluded that the
4Ps leads to an increase in the school participation rate
by 3% among children aged 6–14 years old.
By providing financial assistance for education and
health, the program aims to enhance the overall
development of children.
This study will be conducted to evaluate the impact
of the 4Ps Conditional Cash Grant on the physical well-
being and academic performance of the pupil-

5. Preliminary literature review
In relation to the research question, the researcher
identified two theoretical frameworks: Maslow's Hierarchy
of Needs and Walberg's Theory of Educational
Productivity. Maslow's Hierarchy of Needs is a well-
known motivational theory in psychology that utilizes a
five-tier model to describe human needs (Mcleod, 2020,
para 1). On the other hand, Walberg's Theory of
Education Productivity encompasses a set of nine factors
that are recognized for their ability to enhance student
learning (Bruinsma et al., 2007).
As mentioned in Assets and Child Well-Being in
Developed Countries, the income and wealth (or
assets) of a household are themselves key factors in
shaping a child’s outcomes and overall well-being. It

6. necessities such as appropriate food, housing, clothing,
health care, etc. ( Loury, 1981, Jencks & Mayer, 1990). It
highlights the reality that low SES (socio-economic
status) households are often unable to provide the
resources and environment essential for their children to
develop age appropriate abilities and maximize their
potential (Haveman & Wolfe, 1994).
Poverty is clearly a risk factor for children's
poor development and limited educational outcomes,
and it may be that risk in the early years will continue
to have an effect even if the family moves out of
poverty later in the child's life. Finding ways of
reducing poverty is essential for children's healthy
development.( Engle, P. L., & Black, M. M. 2008)

7. In the study titled "The Educational Impact of Cash
Transfers in Tanzania," the research focused on children
aged 6-21, covering both primary and secondary school
attendance. The findings reveal that cash transfers had a
positive effect on the likelihood of school attendance for
children within this age range, increasing it by
approximately four to five percentage points at both the
midline and endline stages. This increase is primarily
attributed to higher rates of age-appropriate enrollment
among the youngest children, indicating that they are
less likely to delay enrollment beyond the recommended
age.

8. However, the study did not observe any significant
impacts on children's absenteeism or primary completion
rates on average. Nevertheless, it did find that students
with above-median initial educational performance
experienced improvements in primary completion rates.
While the study did not find statistically significant impacts
on the completion of the first year of secondary school,
the negative point estimates observed could suggest that
households participating in the program prioritized
keeping primary school-aged children, who were subject
to the program conditions, enrolled in school.

9. Statement of the problem/Objectives
The objective of this study is to examine the impact of
the Pantawid Pamilyang Pilipino Program Conditional
Cash Grant on the education and nutritional health
status of pupil-beneficiaries of Nabitasan Elementary
School.
Specifically:

10. 1. Find the long-term impact of cash grants for educational
expenses on academic performance and educational
attainment among elementary students when they are group
by number of years in the program:
1.1 0-1 year
1.2 2-3 years
1.3 4-5 years
2. Determine whether the Conditional Cash Grant received by
the pupil-beneficiaries has significant impact on their academic
performance in terms of:
2.1. Class attendance
2.2. General average
2.3 Participation in Co-curricular Activities

11. 3. Determine whether the program has attained its
purpose to improve the health and nutrition of pupil-
beneficiaries based on their:
3.1 Nutritional Health Status
4. the long-term impact of cash grants for food assistance
on the nutritional health and well-being of elementary
school students?

12. Abridged methodology

13. FAQs about the Pantawid Pamilyang Pilipino Program (4Ps)
https://www.worldbank.org/en/country/philippines/brief/faqs-
about-the-pantawid-pamilyang-pilipino-
program#:~:text=The%20program%20benefits%20about%20
20,age%20children%20of%204Ps%20households.
Do Conditional Transfers Improve Child Health? Evidence
from PROGRESA's Control Randomized Experiment
https://www.researchgate.net/publication/4719588_Do_Condit
ional_Transfers_Improve_Child_Health_Evidence_from_PRO
GRESA's_Control_Randomized_Experiment/link/0c960515af
98e0b330000000/download
EXPLANATORY NOTE
https://legacy.senate.gov.ph/lisdata/1631213550!.pdf
References

14. Routledge Handbook of the Contemporary Philippines
https://www.academia.edu/38171798/Routledge_Handbook_o
f_the_Contemporary_Philippines
Promoting Inclusive Growth in the Philippines Assessing
the Impacts of the Conditional Cash Transfer Program
https://pantawid.dswd.gov.ph/2013/03/promoting-inclusive-growth-
in-the-philippines-assessing-the-impacts-of-the-conditional-cash-
transfer-program/
A Philosophical Framework for Conditional Cash Transfers
https://scholarship.claremont.edu/cgi/viewcontent.cgi?referer=
&httpsredir=1&article=1213&context=cmc_theses
Williams Shanks, T. R., Kim, Y., Loke, V., & Destin, M. (2010).
Assets and child well-being in developed countries. Children
and Youth Services Review, 32(11), 1488-1496.
https://doi.org/10.1016/j.childyouth.2010.03.011

15. Engle, P. L., & Black, M. M. (2008). The Effect of Poverty
on Child Development and Educational Outcomes. Annals
of the New York Academy of Sciences, 1136(1), 243-256.
https://doi.org/10.1196/annals.1425.023
Evans, D. K., Gale, C., & Kosec, K. (2023). The
educational impacts of cash transfers in Tanzania.
Economics of Education Review, 92, 102332.
https://doi.org/10.1016/j.econedurev.2022.102332