Children’s regular enrolment in school is commonly the main condition for receiving the transfer. By conditioning social assistance on children’s school attendance, such interventions effectively succeed in aligning parents’ incentives with the students’ best interests. Data from PISA clearly show that even in countries where enrolment gaps have disappeared (or reversed in favour of women), such as India, Colombia, Costa Rica and Peru, a performance gap between boys and girls persists in key areas of learning, such as Mathematics and Science.