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No student left behind? Evidence from the Programme for School Guidance in Spain

Listed author(s):
  • J. Ignacio Garcia-Perez
  • Marisa Hidalgo-Hidalgo

This paper evaluates the effects of a remedial education programme implemented in Spain between 2005 and 2012 that o¤ered after-school classes for underperforming students from poor socioeconomic backgrounds. We use two different estimation strategies, re-weighting estimators and propensity score matching, and address the existence of selection bias. We find that this programme had a substantial positive e¤ect on children's academic achievement: the probability of falling behind the general progress of the group declined by approximately 5% and mean reading scores increased by approximately 10% of one standard deviation. We also find that a larger exposure to the programme improves students' scores: whereas students in schools that participated in the programme for at most two years do not experience any significant positive effect, those in schools that participated for at least three years did. The programme significantly reduced the probability of belonging to the bottom part of the distribution (by approximately 7.5%) and improved mean scores (by approximately 18% of one standard deviation). Finally, we find that the impact of the programme is much stronger for students in rural schools than for students in urban schools.

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File URL: http://documentos.fedea.net/pubs/fpp/2016/09/FPP2016-20.pdf
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Paper provided by FEDEA in its series Policy Papers with number 2016-20.

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Date of creation: Sep 2016
Handle: RePEc:fda:fdapop:2016-20
Contact details of provider: Web page: http://www.fedea.net

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  1. Lavy, Victor & Schlosser, Analia, 2004. "Targeted Remedial Education for Underperforming Teenagers: Costs and Benefits," CEPR Discussion Papers 4381, C.E.P.R. Discussion Papers.
  2. Battaglia, Marianna & Lebedinski, Lara, 2015. "Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia," World Development, Elsevier, vol. 76(C), pages 62-81.
  3. Anthony Atkinson & Thomas Piketty & Emmanuel Saez, 2011. "Top Incomes in the Long Run of History," Post-Print halshs-00754557, HAL.
  4. De Paola, Maria & Scoppa, Vincenzo, 2015. "Procrastination, academic success and the effectiveness of a remedial program," Journal of Economic Behavior & Organization, Elsevier, vol. 115(C), pages 217-236.
  5. Keisuke Hirano & Guido W. Imbens & Geert Ridder, 2000. "Efficient Estimation of Average Treatment Effects Using the Estimated Propensity Score," NBER Technical Working Papers 0251, National Bureau of Economic Research, Inc.
  6. Anthony Barnes Atkinson, 2010. "Macerata Lectures on European Economic Policy. Poverty and the EU: the New Decade," Working Papers 24-2010, Macerata University, Department of Studies on Economic Development (DiSSE), revised May 2010.
  7. Juan Carlos Calcagno & Bridget Terry Long, 2008. "The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance," NBER Working Papers 14194, National Bureau of Economic Research, Inc.
  8. James Heckman & Hidehiko Ichimura & Jeffrey Smith & Petra Todd, 1998. "Characterizing Selection Bias Using Experimental Data," Econometrica, Econometric Society, vol. 66(5), pages 1017-1098, September.
  9. Maria De Paola & Vincenzo Scoppa, 2011. "The Effectiveness Of Remedial Courses In Italy: A Fuzzy Regression Discontinuity Design," Working Papers 201114, Università della Calabria, Dipartimento di Economia, Statistica e Finanza (Ex Dipartimento di Economia e Statistica).
  10. Laura Hospido & Ernesto Villanueva & Gema Zamarro, 2015. "Finance For All: The Impact Of Financial Literacy Training In Compulsory Secondary Education In Spain," Working Papers 1502, Banco de España;Working Papers Homepage.
  11. Abhijit V. Banerjee & Shawn Cole & Esther Duflo & Leigh Linden, 2007. "Remedying Education: Evidence from Two Randomized Experiments in India," The Quarterly Journal of Economics, Oxford University Press, vol. 122(3), pages 1235-1264.
  12. Brian A. Jacob & Lars Lefgren, 2002. "Remedial Education and Student Achievement: A Regression-Discontinuity Analysis," NBER Working Papers 8918, National Bureau of Economic Research, Inc.
  13. J. Ignacio García-Pérez & Marisa Hidalgo-Hidalgo & J. Antonio Robles-Zurita, 2014. "Does grade retention affect students' achievement? Some evidence from Spain," Applied Economics, Taylor & Francis Journals, vol. 46(12), pages 1373-1392, April.
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