Effects of School Quality on Student Achievement: Discontinuity Evidence from Kenya
Adrienne Lucas and
American Economic Journal: Applied Economics, 2014, vol. 6, issue 3, 234-63
The most desirable Kenyan secondary schools are elite government schools that admit the best students from across the country. We exploit the random variation generated by the centralized school admissions process in a regression discontinuity design to obtain causal estimates of the effects of attending one of these elite public schools on student progression and test scores in secondary school. Despite their reputations, we find little evidence of positive impacts on learning outcomes for students who attended these schools, suggesting that their sterling reputations reflect the selection of students rather than their ability to generate value-added test score gains.
JEL-codes: H52 I21 I28 O15 (search for similar items in EconPapers)
Note: DOI: 10.1257/app.6.3.234
References: Add references at CitEc
Citations: View citations in EconPapers (33) Track citations by RSS feed
Downloads: (external link)
Access to full text is restricted to AEA members and institutional subscribers.
Working Paper: Effects of School Quality on Student Achievement: Discontinuity Evidence from Kenya (2014)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:aea:aejapp:v:6:y:2014:i:3:p:234-63
Ordering information: This journal article can be ordered from
Access Statistics for this article
American Economic Journal: Applied Economics is currently edited by Alexandre Mas
More articles in American Economic Journal: Applied Economics from American Economic Association Contact information at EDIRC.
Bibliographic data for series maintained by Michael P. Albert ().