IDEAS home Printed from https://ideas.repec.org/p/cep/cepdps/dp1696.html
   My bibliography  Save this paper

Disrupted schooling: impacts on achievement from the Chilean school occupations

Author

Listed:
  • Piero Montebruno

Abstract

Disrupted schooling can heavily impact the amount of education pupils receive. Starting in early June of 2011 a huge social outburst of pupil protests, walk-outs, riots and school occupations called the Chilean Winter caused more than 8 million of lost school days. Within a matter of days, riots reached the national level with hundreds of thousands of pupils occupying schools, marching on the streets and demanding better education. Exploiting a police report on occupied schools in Santiago, I assess the effect of reduced school attendance in the context of schools occupations on pupils' cognitive achievement. This paper investigates whether or not there is a causal relationship between the protests and school occupations and the standardised test performance of those pupils whose schools were occupied.

Suggested Citation

  • Piero Montebruno, 2020. "Disrupted schooling: impacts on achievement from the Chilean school occupations," CEP Discussion Papers dp1696, Centre for Economic Performance, LSE.
    • Handle: RePEc:cep:cepdps:dp1696
    as

    Download full text from publisher

    File URL: https://cep.lse.ac.uk/pubs/download/dp1696.pdf
    Download Restriction: no
    ---><---

    Other versions of this item:

    References listed on IDEAS

    as
    1. Maurin, Eric & McNally, Sandra, 2005. "Vive la revolution! Long term returns of 1968 to the angry students," LSE Research Online Documents on Economics 3656, London School of Economics and Political Science, LSE Library.
    2. Michael Baker, 2013. "Industrial actions in schools: strikes and student achievement," Canadian Journal of Economics, Canadian Economics Association, vol. 46(3), pages 1014-1036, August.
    3. David Jaume & Alexander Willén, 2019. "The Long-Run Effects of Teacher Strikes: Evidence from Argentina," Journal of Labor Economics, University of Chicago Press, vol. 37(4), pages 1097-1139.
    4. Joshua D. Angrist & Jörn-Steffen Pischke, 2009. "Mostly Harmless Econometrics: An Empiricist's Companion," Economics Books, Princeton University Press, edition 1, number 8769.
    5. Michèle Belot & Dinand Webbink, 2010. "Do Teacher Strikes Harm Educational Attainment of Students?," LABOUR, CEIS, vol. 24(4), pages 391-406, December.
    6. Jörn-Steffen Pischke, 2007. "The Impact of Length of the School Year on Student Performance and Earnings: Evidence From the German Short School Years," Economic Journal, Royal Economic Society, vol. 117(523), pages 1216-1242, October.
    7. David Johnson, 2009. "Collateral Damage: The Impact of Work Stoppages on Student Performance in Ontario," e-briefs 74, C.D. Howe Institute.
    8. Lee, Myoung-jae, 2016. "Matching, Regression Discontinuity, Difference in Differences, and Beyond," OUP Catalogue, Oxford University Press, number 9780190258740.
    9. Eric Maurin & Sandra McNally, 2008. "Vive la Révolution! Long-Term Educational Returns of 1968 to the Angry Students," Journal of Labor Economics, University of Chicago Press, vol. 26(1), pages 1-33.
    10. Andrew Eyles & Stephen Gibbons & Piero Montebruno, 2020. "Covid-19 school shutdowns: what will they do to our children's education?," CEP Covid-19 Analyses cepcovid-19-001, Centre for Economic Performance, LSE.
    11. Eric A. Hanushek, 2003. "The Failure of Input-Based Schooling Policies," Economic Journal, Royal Economic Society, vol. 113(485), pages 64-98, February.
    12. Diana Hincapie, 2016. "Do Longer School Days Improve Student Achievement?: Evidence from Colombia," IDB Publications (Working Papers) 93616, Inter-American Development Bank.
    13. David R. Johnson, 2011. "Do Strikes and Work-to-Rule Campaigns Change Elementary School Assessment Results?," Canadian Public Policy, University of Toronto Press, vol. 37(4), pages 479-494, December.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Andrew Eyles & Stephen Gibbons & Piero Montebruno, 2020. "Covid-19 school shutdowns: what will they do to our children's education?," CEP Covid-19 Analyses cepcovid-19-001, Centre for Economic Performance, LSE.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ludger Wößmann, 2020. "Folgekosten ausbleibenden Lernens: Was wir über die Corona-bedingten Schulschließungen aus der Forschung lernen können," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 73(06), pages 38-44, June.
    2. Stanislav Avdeev, 2020. "Zero Returns To Higher Education: Evidence From A Natural Experiment," HSE Working papers WP BRP 236/EC/2020, National Research University Higher School of Economics.
    3. Abadía Alvarado, Luz Karime & Gómez Soler, Silvia C. & Cifuentes González, Juanita, 2021. "The effect of teacher strikes on academic achievement: Evidence from Colombia," International Journal of Educational Development, Elsevier, vol. 82(C).
    4. Andrew Eyles & Stephen Gibbons & Piero Montebruno, 2020. "Covid-19 school shutdowns: what will they do to our children's education?," CEP Covid-19 Analyses cepcovid-19-001, Centre for Economic Performance, LSE.
    5. Jaume, David & Willén, Alexander, 2021. "The effect of teacher strikes on parents," Journal of Development Economics, Elsevier, vol. 152(C).
    6. Kamila Cygan-Rehm, 2022. "Lifetime Consequences of Lost Instructional Time in the Classroom: Evidence from Shortened School Years," CESifo Working Paper Series 9892, CESifo.
    7. Kyui, Natalia, 2016. "Expansion of higher education, employment and wages: Evidence from the Russian Transition," Labour Economics, Elsevier, vol. 39(C), pages 68-87.
    8. Winfree, Paul, 2023. "The long-run effects of temporarily closing schools: Evidence from Virginia, 1870s-1910s," QUCEH Working Paper Series 23-02, Queen's University Belfast, Queen's University Centre for Economic History.
    9. Giorgio Di Pietro & Federico Biagi & Patricia Costa & Zbigniew Karpinski & Jacopo Mazza, 2020. "The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets," JRC Research Reports JRC121071, Joint Research Centre.
    10. Paul Heaton, 2008. "Childhood Educational Disruption and Later Life Outcomes: Evidence from Prince Edward County," Journal of Human Capital, University of Chicago Press, vol. 2(2), pages 154-187.
    11. Werner, Katharina & Woessmann, Ludger, 2021. "The Legacy of COVID-19 in Education," IZA Discussion Papers 14796, Institute of Labor Economics (IZA).
    12. Kóczán, Zs., 2024. "Lasting scars: The long-term effects of school closures on earnings," World Development, Elsevier, vol. 176(C).
    13. Jo Blanden & Matthias Doepke & Jan Stuhler, 2022. "Education inequality," CEP Discussion Papers dp1849, Centre for Economic Performance, LSE.
    14. Mathias Huebener, 2017. "Intergenerational Effects of Education on Risky Health Behaviours and Long-Term Health," Discussion Papers of DIW Berlin 1709, DIW Berlin, German Institute for Economic Research.
    15. Major, Lee Elliott & Eyles, Andrew & Machin, Stephen, 2021. "Unequal learning and labour market losses in the crisis: consequences for social mobility," LSE Research Online Documents on Economics 114413, London School of Economics and Political Science, LSE Library.
    16. Kramer, Anica & Tamm, Marcus, 2018. "Does learning trigger learning throughout adulthood? Evidence from training participation of the employed population," Economics of Education Review, Elsevier, vol. 62(C), pages 82-90.
    17. Nishihata, Masaya & Kobayashi, Yohei, 2024. "Inequalities in student learning and screen time due to COVID-19: Evidence from Japan," Journal of the Japanese and International Economies, Elsevier, vol. 71(C).
    18. Darmody, Merike & Smyth, Emer & Russell, Helen, 2020. "The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review," Research Series, Economic and Social Research Institute (ESRI), number SUSTAT94.
    19. Silke Anger & Malte Sandner & Alexander M. Danzer & Axel Plünnecke & Olaf Köller & Enzo Weber & Samuel Mühlemann & Harald Pfeifer & Bernhard Wittek, 2020. "Schulschließungen, fehlende Ausbildungsplätze, keine Jobs: Generation ohne Zukunft?," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 73(09), pages 03-24, September.
    20. Ardington, Cally & Wills, Gabrielle & Kotze, Janeli, 2021. "COVID-19 learning losses: Early grade reading in South Africa," International Journal of Educational Development, Elsevier, vol. 86(C).

    More about this item

    Keywords

    Chilean Winter; Instructional Time; Protests; Educational Outcomes; School Occupations; Missing School Days; Riots; Human Capital Investment;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • J52 - Labor and Demographic Economics - - Labor-Management Relations, Trade Unions, and Collective Bargaining - - - Dispute Resolution: Strikes, Arbitration, and Mediation

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:cep:cepdps:dp1696. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: the person in charge (email available below). General contact details of provider: https://cep.lse.ac.uk/_new/publications/discussion-papers/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.