dc.creatorAraya, Pablo
dc.creatorDussaillant, Francisca
dc.date.accessioned2020-09-02T20:28:57Z
dc.date.accessioned2023-05-19T14:54:18Z
dc.date.available2020-09-02T20:28:57Z
dc.date.available2023-05-19T14:54:18Z
dc.date.created2020-09-02T20:28:57Z
dc.date.issued2019
dc.identifierSchool Effectiveness and School Improvement, 31:3, 426-444
dc.identifierDOI: 10.1080/09243453.2019.1697299
dc.identifierhttp://hdl.handle.net/11447/3391
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6303812
dc.description.abstractWe investigate the effect of attending selective secondary schools belonging to the Bicentenario schools program in Chile, a free education option that is intended to give vulnerable students everywhere in Chile a unique educational opportunity, in the period from 2011 to 2014. By using propensity score methods, we find that attending a Bicentenario school improves students’ performance by a range of 0.35 to 0.23 SD in language and 0.5 to 0.35 SD in math. Also, we show that a proportion of this effect is due to the outstanding performance of the new Bicentenario schools as opposed to the restructured version of the program. We prove the robustness of the previous results through falsification, changes-in-changes, and a more demanding control group. This paper adds new evidence to analyze the effect of selective schools in developing countries like Chile, where the quality of public education is low.
dc.languageen
dc.subjectEducation policy
dc.subjectSelective schools
dc.subjectEffective schools
dc.subjectPublic schools
dc.subjectProgram evaluation
dc.titleDoes attending a selective secondary school improve student performance? Evidence from the Bicentenario schools in Chile
dc.typeArticle


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