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Setting an example? Spillover effects of Peruvian Magnet Schools

Mariel Bedoya (), Bruno Gonzaga (), Alejandro Herrera Jiménez () and Karen Espinoza ()
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Mariel Bedoya: Innovations for Poverty Action
Bruno Gonzaga: Central Reserve Bank of Peru
Alejandro Herrera Jiménez: Instituto de Estudios Avanzados en Desarrollo (INESAD)
Karen Espinoza: Barcelona Graduate School of Economics

Authors registered in the RePEc Author Service: Alejandro Herrera Jiménez ()

No 01/2019, Development Research Working Paper Series from Institute for Advanced Development Studies

Abstract: In this paper we use a Multi-Cutoff Fuzzy Regression Discontinuity Design to evaluate spillover effects of students enrolled into Peruvian public magnet schools, Colegios de Alto Rendimiento (COAR), on educational outcomes of younger students in their schools of origin. Using administrative data from the Ministry of Education for 2016, we find that having at least one student admitted in a COAR school causes some negative spillover effects on math test scores of students from the following cohort. No evidence of statistically significant results is found for verbal and history test scores, nor for self-reported educational expectations. We discuss potential causes and reasons that may explain our results.

Keywords: Magnet school; role model; educational achievement; educational expectations; education spillover. (search for similar items in EconPapers)
JEL-codes: I20 I24 I28 O53 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-ure
Date: 2019-03
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Persistent link: https://EconPapers.repec.org/RePEc:adv:wpaper:201901

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