Going to a Better School: Effects and Behavioral Responses

• 成果类型: Article
• 署名作者: Pop-Eleches, Cristian; Urquiola, Miguel
• 署名单位: Columbia University
• 刊物名称: AMERICAN ECONOMIC REVIEW
• ISSN/ISSBN: 0002-8282
• DOI: 10.1257/aer.103.4.1289
• 发表日期: 2013
• 页码: 1289-1324
• 关键词: regression discontinuity designs; education; transfers; ECONOMY; inputs

摘要

This paper applies a regression discontinuity design to the Romanian secondary school system, generating two findings. First, students who have access to higher achievement schools perform better in a (high stakes) graduation test. Second, the stratification of schools by quality in general, and the opportunity to attend a better school in particular, result in significant behavioral responses: (i) teachers sort in a manner consistent with a preference for higher achieving students; (ii) children who make it into more selective schools realize they are relatively weaker and feel marginalized; (iii) parents reduce effort when their children attend a better school. (JEL I21, I28, J13)