Replication data for: Class-Size Caps, Sorting, and the Regression-Discontinuity Design
Principal Investigator(s): View help for Principal Investigator(s) Miguel Urquiola; Eric Verhoogen
Version: View help for Version V1
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Project Citation:
Urquiola, Miguel, and Verhoogen, Eric. Replication data for: Class-Size Caps, Sorting, and the Regression-Discontinuity Design. Nashville, TN: American Economic Association [publisher], 2009. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113282V1
Project Description
Summary:
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This paper examines how schools' choices of class size and households' choices
of schools affect regression-discontinuity-based estimates of the effect of class
size on student outcomes. We build a model in which schools are subject to
a class-size cap and an integer constraint on the number of classrooms, and
higher-income households sort into higher-quality schools. The key prediction,
borne out in data from Chile's liberalized education market, is that schools
at the class-size cap adjust prices (or enrollments) to avoid adding an additional
classroom, which generates discontinuities in the relationship between
enrollment and household characteristics, violating the assumptions underlying
regression-discontinuity research designs. (JEL D12, I21, I28, O15)
Scope of Project
JEL Classification:
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D12 Consumer Economics: Empirical Analysis
I21 Analysis of Education
I28 Education: Government Policy
O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
D12 Consumer Economics: Empirical Analysis
I21 Analysis of Education
I28 Education: Government Policy
O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
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