Abstract
In Trinidad and Tobago students are assigned to secondary schools after the fifth grade, based on achievement tests, leading to large differences in the school environments to which students of differing initial levels of achievement are exposed. I use instrumental variables based on the discontinuities created by the assignment mechanism and exploit rich data which include students' test scores at entry and secondary school preferences to address self-selection bias. I find that attending a better school has large positive effects on examination performance at the end of secondary school. The effects are about twice as large for girls than for boys.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1399-1429 |
| Number of pages | 31 |
| Journal | Economic Journal |
| Volume | 120 |
| Issue number | 549 |
| DOIs | |
| State | Published - Dec 1 2010 |
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ASJC Scopus subject areas
- Economics and Econometrics
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Do Students Benefit from Attending Better Schools? Evidence from Rule-based Student Assignments in Trinidad and Tobago. / Kirabo Jackson, C.
In: Economic Journal, Vol. 120, No. 549, 01.12.2010, p. 1399-1429.Research output: Contribution to journal › Article
TY - JOUR
T1 - Do Students Benefit from Attending Better Schools? Evidence from Rule-based Student Assignments in Trinidad and Tobago
AU - Kirabo Jackson, C.
PY - 2010/12/1
Y1 - 2010/12/1
N2 - In Trinidad and Tobago students are assigned to secondary schools after the fifth grade, based on achievement tests, leading to large differences in the school environments to which students of differing initial levels of achievement are exposed. I use instrumental variables based on the discontinuities created by the assignment mechanism and exploit rich data which include students' test scores at entry and secondary school preferences to address self-selection bias. I find that attending a better school has large positive effects on examination performance at the end of secondary school. The effects are about twice as large for girls than for boys.
AB - In Trinidad and Tobago students are assigned to secondary schools after the fifth grade, based on achievement tests, leading to large differences in the school environments to which students of differing initial levels of achievement are exposed. I use instrumental variables based on the discontinuities created by the assignment mechanism and exploit rich data which include students' test scores at entry and secondary school preferences to address self-selection bias. I find that attending a better school has large positive effects on examination performance at the end of secondary school. The effects are about twice as large for girls than for boys.
UR - http://www.scopus.com/inward/record.url?scp=78649425768&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78649425768&partnerID=8YFLogxK
U2 - 10.1111/j.1468-0297.2010.02371.x
DO - 10.1111/j.1468-0297.2010.02371.x
M3 - Article
AN - SCOPUS:78649425768
VL - 120
SP - 1399
EP - 1429
JO - Economic Journal
JF - Economic Journal
SN - 0013-0133
IS - 549
ER -