No student left behind? Evidence from the Programme for School Guidance in Spain
J. Ignacio Garcia-Perez and
Marisa Hidalgo-Hidalgo ()
Authors registered in the RePEc Author Service: J. Ignacio García Pérez ()
No 2016-20, Policy Papers from FEDEA
This paper evaluates the effects of a remedial education programme implemented in Spain between 2005 and 2012 that o¬§ered after-school classes for underperforming students from poor socioeconomic backgrounds. We use two different estimation strategies, re-weighting estimators and propensity score matching, and address the existence of selection bias. We find that this programme had a substantial positive e¬§ect on children's academic achievement: the probability of falling behind the general progress of the group declined by approximately 5% and mean reading scores increased by approximately 10% of one standard deviation. We also find that a larger exposure to the programme improves students' scores: whereas students in schools that participated in the programme for at most two years do not experience any significant positive effect, those in schools that participated for at least three years did. The programme significantly reduced the probability of belonging to the bottom part of the distribution (by approximately 7.5%) and improved mean scores (by approximately 18% of one standard deviation). Finally, we find that the impact of the programme is much stronger for students in rural schools than for students in urban schools.
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Journal Article: No student left behind? Evidence from the Programme for School Guidance in Spain (2017)
Working Paper: No student left behind? Evidence from the Programme for School Guidance in Spain (2016)
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Persistent link: https://EconPapers.repec.org/RePEc:fda:fdapop:2016-20
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