Disrupted schooling: impacts on achievement from the Chilean school occupations

Piero Montebruno

LSE Research Online Documents on Economics from London School of Economics and Political Science, LSE Library

Abstract: Disrupted schooling can heavily impact the amount of education pupils receive. Starting in early June of 2011 a huge social outburst of pupil protests, walk-outs, riots and school occupations called the Chilean Winter caused more than 8 million of lost school days. Within a matter of days, riots reached the national level with hundreds of thousands of pupils occupying schools, marching on the streets and demanding better education. Exploiting a police report on occupied schools in Santiago, I assess the effect of reduced school attendance in the context of schools occupations on pupils’ cognitive achievement. This paper investigates whether or not there is a causal relationship between the protests and school occupations and the standardised test performance of those pupils whose schools were occupied.

Keywords: Chilean Winter; instructional time; protests; educational outcomes; school occupations; missing school days; riots; human capital investment (search for similar items in EconPapers)
JEL-codes: I21 J24 J52 (search for similar items in EconPapers)
Pages: 69 pages
Date: 2020-05
New Economics Papers: this item is included in nep-ure
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http://eprints.lse.ac.uk/108459/ Open access version. (application/pdf)

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Working Paper: Disrupted schooling: impacts on achievement from the Chilean school occupations (2020)
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