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Resources and Standards in Urban Schools

Listed author(s):
  • Stephen Machin
  • Sandra McNally
  • Costas Meghir

Despite being central to education policy, there remains significant debate about the extent to which resources matter for pupil outcomes. We consider this in the context of an English policy initiative aimed at inner-city secondary schools. Results show a positive impact on school attendance and performance in mathematics. There is marked heterogeneity, with the greatest positive impact in the more disadvantaged schools and on students of middle/high ability within these schools. We conclude that additional resources can matter for children in the poorest schools. However, small changes in resources have little effect on "hard-to-reach" children.

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File URL: http://dx.doi.org/10.1086/658634
Download Restriction: Access to the online full text or PDF requires a subscription.

File URL: http://dx.doi.org/10.1086/658634
Download Restriction: Access to the online full text or PDF requires a subscription.

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Article provided by University of Chicago Press in its journal Journal of Human Capital.

Volume (Year): 4 (2010)
Issue (Month): 4 ()
Pages: 365-393

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Handle: RePEc:ucp:jhucap:doi:10.1086/658634
Contact details of provider: Web page: http://www.journals.uchicago.edu/JHC/

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