Evaluating Public Per-Student Subsidies to Low-Cost Private Schools: Regression-Discontinuity Evidence from Pakistan
Evaluating Public Per-Student Subsidies to Low-Cost Private Schools: Regression-Discontinuity Evidence from Pakistan
复制标题
评估公共对低成本私立学校的每名学生补贴：来自巴基斯坦的回归-不连续性证据
DOI：
10.1596/1813-9450-5638
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
D. Raju
中科院分区：
文献类型：
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作者：
Felipe Barrera;D. Raju
这项研究估计了针对巴基斯坦低成本私立学校的公共每名学生补贴计划对学生入学和学校投入的因果影响。计划的进入最终取决于在标准化的学术考试中达到规定的最低学生通过率(截止日期)。这种治疗分配机制允许应用回归-不连续(RD)方法来估计截止点的计划影响。使用了两轮入门测试(阶段3和阶段4)的数据。将第四阶段考生的入学过程建模为一个尖锐的RD设计，作者发现有证据表明，这对学生、教师、教室和黑板的数量产生了巨大的积极影响。将第三阶段受试者的进入过程建模为部分模糊的RD设计，给出了处理交叉，他们没有发现项目对感兴趣的结果有显著影响的证据。后一种发现很可能是由于截止点治疗概率的小幅跃升导致的识别能力较弱。
This study estimates the causal effects of a public per-student subsidy program targeted at low-cost private schools in Pakistan on student enrollment and schooling inputs. Program entry is ultimately conditional on achieving a minimum stipulated student pass rate (cutoff) in a standardized academic test. This mechanism for treatment assignment allows the application of regression-discontinuity (RD) methods to estimate program impacts at the cutoff. Data on two rounds of entry test takers (phase 3 and phase 4) are used. Modeling the entry process of phase-4 test takers as a sharp RD design, the authors find evidence of large positive impacts on the number of students, teachers, classrooms, and blackboards. Modeling the entry process of phase-3 test takers as a partially-fuzzy RD design given treatment crossovers, they do not find evidence of significant program impacts on outcomes of interest. The latter finding is likely due to weak identification arising from a small jump in the probability of treatment at the cutoff.