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Ready for Boarding? The Effects of a Boarding School for Disadvantaged Students

Author

Listed:
  • Luc Behaghel

    (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

  • Clément de Chaisemartin

    (University of Warwick [Coventry])

  • Marc Gurgand

    (PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

Abstract

Boarding schools substitute school to home, but little is known on the effects this substitution produces on students. We present results of an experiment in which seats in a boarding school for disadvantaged students were randomly allocated. Boarders enjoy better studying conditions than control students. However, they start outperforming control students in mathematics only two years after admission, and this effect mostly comes from strong students. Boarders initially experience lower levels of well-being but then adjust. This suggests that substituting school to home is disruptive: only strong students benefit from the school, once they have adapted to their new environment.

Suggested Citation

  • Luc Behaghel & Clément de Chaisemartin & Marc Gurgand, 2017. "Ready for Boarding? The Effects of a Boarding School for Disadvantaged Students," PSE-Ecole d'économie de Paris (Postprint) hal-01590806, HAL.
    • Handle: RePEc:hal:pseptp:hal-01590806
    DOI: 10.1257/app.20150090
    Note: View the original document on HAL open archive server: https://pjse.hal.science/hal-01590806v1
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    Cited by:

    1. Clément de Chaisemartin & Luc Behaghel, 2020. "Estimating the Effect of Treatments Allocated by Randomized Waiting Lists," Econometrica, Econometric Society, vol. 88(4), pages 1453-1477, July.
    2. Luc Behaghel & Clément de Chaisemartin & Marc Gurgand, 2017. "Ready for Boarding? The Effects of a Boarding School for Disadvantaged Students," American Economic Journal: Applied Economics, American Economic Association, vol. 9(1), pages 140-164, January.
    3. Steven F. Lehrer & R. Vincent Pohl & Kyungchul Song, 2022. "Multiple Testing and the Distributional Effects of Accountability Incentives in Education," Journal of Business & Economic Statistics, Taylor & Francis Journals, vol. 40(4), pages 1552-1568, October.
    4. Manon Garrouste & Miren Lafourcade, 2022. "Place-Based Policies: Opportunity for Deprived Schools or Zone-and-Shame Effect?," Post-Print hal-04329793, HAL.
    5. Luc Behaghel & Karen Macours & Julie Subervie, 2018. "Can RCTs help improve the design of CAP," Working Papers hal-01974425, HAL.
    6. Pedro Picchetti, 2023. "Identification in Endogenous Sequential Treatment Regimes," Papers 2311.18555, arXiv.org.
    7. Chen, Qihui & Chen, Yu & Zhao, Qiran, 2020. "Impacts of boarding on primary school students’ mental health outcomes – Instrumental-Variable evidence from rural northwestern China," Economics & Human Biology, Elsevier, vol. 39(C).
    8. Yunsen Li & Guochang Zhao & Yunlu Li & Liang Luo, 2023. "School Boarding and Students’ Prosocial Behaviors: Evidence from Rural China," China & World Economy, Institute of World Economics and Politics, Chinese Academy of Social Sciences, vol. 31(3), pages 115-139, May.
    9. Luc Behaghel & Karen Macours & Julie Subervie, 2019. "How can randomised controlled trials help improve the design of the common agricultural policy?," European Review of Agricultural Economics, Oxford University Press and the European Agricultural and Applied Economics Publications Foundation, vol. 46(3), pages 473-493.
    10. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "Does class size influence student achievement?," Post-Print halshs-02522747, HAL.
    11. Beuchert, Louise & Humlum, Maria Knoth & Nielsen, Helena Skyt & Smith, Nina, 2018. "The short-term effects of school consolidation on student achievement: Evidence of disruption?," Economics of Education Review, Elsevier, vol. 65(C), pages 31-47.
    12. Clément de Chaisemartin, 2022. "Trading-off Bias and Variance in Stratified Experiments and in Staggered Adoption Designs, Under a Boundedness Condition on the Magnitude of the Treatment Effect," Working Papers hal-03873919, HAL.
    13. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "Does class size influence student achievement?," Post-Print halshs-02522747, HAL.
    14. Miren Lafourcade & Florian Mayneris, 2017. "En Finir avec les ghettos urbains ?," PSE-Ecole d'économie de Paris (Postprint) halshs-01884340, HAL.
    15. Aleksei Chernulich & Romain Gauriot & Daehong Min, 2023. "Endogenous Tracking: Sorting and Peer Effects," Working Papers 20230084, New York University Abu Dhabi, Department of Social Science, revised Jan 2023.
    16. David Rhys Bernard & Gharad Bryan & Sylvain Chabé-Ferret & Jonathan de Quidt & Jasmin Claire Fliegner & Roland Rathelot, 2023. "How Much Should We Trust Observational Estimates? Accumulating Evidence Using Randomized Controlled Trials with Imperfect Compliance," Working Papers 976, Queen Mary University of London, School of Economics and Finance.
    17. Foliano, Francesca & Green, Francis & Sartarelli, Marcello, 2019. "Away from home, better at school. The case of a British boarding school," Economics of Education Review, Elsevier, vol. 73(C).
    18. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "La taille des classes influence-t-elle la réussite scolaire ?," Institut des Politiques Publiques hal-02453596, HAL.
    19. Wang, Shun & Zhou, Weina, 2017. "The Unintended Long-Term Consequences of Mao’s Mass Send-Down Movement: Marriage, Social Network, and Happiness," World Development, Elsevier, vol. 90(C), pages 344-359.
    20. Adrien Bouguen & Julien Grenet & Marc Gurgand, 2017. "La taille des classes influence-t-elle la réussite scolaire ?," Post-Print hal-02453596, HAL.
    21. Qihui Chen & Chunchen Pei & Qiran Zhao, 2018. "Eating More but Not Better at School? Impacts of Boarding on Students’ Dietary Structure and Nutritional Status in Rural Northwestern China," Sustainability, MDPI, vol. 10(8), pages 1-18, August.
    22. Francesca Foliano & Francis Green & Marcello Sartarelli, 2017. "Can Talented Pupils with Low Socio-economic Status Shine? Evidence from a Boarding School," Working Papers. Serie AD 2017-05, Instituto Valenciano de Investigaciones Económicas, S.A. (Ivie).
    23. Dhushyanth Raju, 2017. "Public School Teacher Management in Sri Lanka," South Asia Economic Journal, Institute of Policy Studies of Sri Lanka, vol. 18(1), pages 39-63, March.
    24. Liu, Mengqi & Villa, Kira M., 2020. "Solution or isolation: Is boarding school a good solution for left-behind children in rural China?," China Economic Review, Elsevier, vol. 61(C).
    25. Shi, Ying, 2020. "Who benefits from selective education? Evidence from elite boarding school admissions," Economics of Education Review, Elsevier, vol. 74(C).

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    More about this item

    Keywords

    heterogeneous effects; boarding school; cognitive skills; non-cognitive skills; randomized controlled; trial;
    All these keywords.

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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