The Effect of Extra Funding for Disadvantaged Pupils on Achievement

Edwin Leuven (), Mikael Lindahl (), Hessel Oosterbeek () and Dinand Webbink
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Dinand Webbink: SCHOLAR and CPB Netherlands Bureau for Economic Policy Analysis

No 1122, IZA Discussion Papers from Institute for the Study of Labor (IZA)

Abstract: This paper evaluates the effects of two subsidies targeted at disadvantaged pupils in the Netherlands. The first scheme gives primary schools with at least 70 percent minority pupils extra funding for personnel. The second scheme gives primary schools with at least 70 percent pupils from different disadvantaged groups extra funding for computers and software. The cutoffs at 70 percent provide a regression discontinuity design which we exploit in a local difference-in-differences framework. For both subsidies we find negative point estimates. For the personnel subsidy these are in most cases not significantly different from zero. For the computer subsidy we find more evidence of negative effects. We discuss several explanations for these counterintuitive results.

Keywords: policy evaluation; disadvantaged students; computers; teachers; regression discontinuity (search for similar items in EconPapers)
JEL-codes: I21 I28 J24 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
Date: 2004-04
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Related works:
Working Paper: The Effect of Extra Funding for Disadvantaged Pupils on Achievement (2004)
Journal Article: The Effect of Extra Funding for Disadvantaged Pupils on Achievement (2007)
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