The Impact of 'Equal Educational Opportunity' Funds: A Regression Discontinuity Design

Erwin Ooghe

No 5667, IZA Discussion Papers from IZA Network @ LISER

Abstract: Many countries provide extra resources to schools serving disadvantaged pupils. We exploit a discontinuity in the assignment of such personnel subsidies in Flanders to estimate the impact on cognitive outcomes via a regression discontinuity (RD) design. Because bias can be substantial in RD designs, we include a bias correction in the specification of the control function. Overall, we find positive effects for mathematics, reading and spelling, but the impact is significant for spelling only. The effects are larger for disadvantaged pupils defined on the basis of family background, smaller – or less reliable – for low initial performers, and again larger at schools that used the resources to foster socio-emotional development.

Keywords: impact evaluation; disadvantaged students; school resources (search for similar items in EconPapers)
JEL-codes: H52 I24 (search for similar items in EconPapers)
Pages: 24 pages
Date: 2011-04
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Related works:
Working Paper: The impact of 'equal educational opportunity' funds: a regression discontinuity design (2011)
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Persistent link: https://EconPapers.repec.org/RePEc:iza:izadps:dp5667

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