The Impact of 'Equal Educational Opportunity' Funds: A Regression Discontinuity Design
AbstractMany countries provide extra resources to schools serving disadvantaged pupils. We exploit a discontinuity in the assignment of such personnel subsidies in Flanders to estimate the impact on cognitive outcomes via a regression discontinuity (RD) design. Because bias can be substantial in RD designs, we include a bias correction in the specification of the control function. Overall, we find positive effects for mathematics, reading and spelling, but the impact is significant for spelling only. The effects are larger for disadvantaged pupils defined on the basis of family background, smaller – or less reliable – for low initial performers, and again larger at schools that used the resources to foster socio-emotional development.
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Bibliographic InfoPaper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 5667.
Length: 24 pages
Date of creation: Apr 2011
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Find related papers by JEL classification:
- I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
- H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-05-14 (All new papers)
- NEP-EDU-2011-05-14 (Education)
- NEP-LAB-2011-05-14 (Labour Economics)
- NEP-URE-2011-05-14 (Urban & Real Estate Economics)
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