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The Impact of 'Equal Educational Opportunity' Funds: A Regression Discontinuity Design

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  • Ooghe, Erwin

    (KU Leuven)

Abstract

Many countries provide extra resources to schools serving disadvantaged pupils. We exploit a discontinuity in the assignment of such personnel subsidies in Flanders to estimate the impact on cognitive outcomes via a regression discontinuity (RD) design. Because bias can be substantial in RD designs, we include a bias correction in the specification of the control function. Overall, we find positive effects for mathematics, reading and spelling, but the impact is significant for spelling only. The effects are larger for disadvantaged pupils defined on the basis of family background, smaller – or less reliable – for low initial performers, and again larger at schools that used the resources to foster socio-emotional development.

Suggested Citation

  • Ooghe, Erwin, 2011. "The Impact of 'Equal Educational Opportunity' Funds: A Regression Discontinuity Design," IZA Discussion Papers 5667, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp5667
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    Cited by:

    1. Sendzik, Norbert, 2023. "„Damit man eben wegkommt von: Der Schulträger spricht mit einzelnen Schulen und wer am lautesten quengelt, kriegt am meisten.“ Eine Sequenzanalyse nach der objektiven Hermeneutik zu Handlungszwängen d," EconStor Open Access Book Chapters, in: Evidenz- und Forschungsorientierung in Lehrer*innenbildung, Schule, Bildungspolitik und -administration, pages 299-323, ZBW - Leibniz Information Centre for Economics.

    More about this item

    Keywords

    impact evaluation; disadvantaged students; school resources;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education

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