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

Luc Behaghel, Clément de Chaisemartin and Marc Gurgand

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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.

Keywords: heterogeneous effects; boarding school; cognitive skills; non-cognitive skills; randomized controlled; trial (search for similar items in EconPapers)
Date: 2017
New Economics Papers: this item is included in nep-edu and nep-ure
Note: View the original document on HAL open archive server: https://pjse.hal.science/hal-01590806v1
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Citations: View citations in EconPapers (23)

Published in American Economic Journal: Applied Economics, 2017, 9 (1), pp.140-164. ⟨10.1257/app.20150090⟩

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Related works:
Journal Article: Ready for Boarding? The Effects of a Boarding School for Disadvantaged Students (2017)
Working Paper: Ready for Boarding? The Effects of a Boarding School for Disadvantaged Students (2017)
Working Paper: Ready for boarding? The effects of a boarding school for disadvantaged students (2015)
Working Paper: Ready for boarding? The effects of a boarding school for disadvantaged students (2015)
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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-01590806

DOI: 10.1257/app.20150090

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