Effects of School Quality on Student Achievement: Discontinuity Evidence from Kenya

Lucas, Adrienne M.; Mbiti, Isaac M.

dc.contributor.author	Lucas, Adrienne M.
dc.contributor.author	Mbiti, Isaac M.
dc.date.accessioned	2020-05-01T06:58:50Z
dc.date.available	2020-05-01T06:58:50Z
dc.date.issued	2014
dc.identifier.citation	American Economic Journal: Applied Economics 2014, 6(3): 234–263	en_US
dc.identifier.uri	http://kerd.ku.ac.ke/123456789/289
dc.description	A research article in American Economic Journal: Applied Economics	en_US
dc.description.abstract	The most desirable Kenyan secondary schools are elite government schools that admit the best students from across the country. We exploit the random variation generated by the centralized school admissions process in a regression discontinuity design to obtain causal estimates of the effects of attending one of these elite public schools on student progression and test scores in secondary school. Despite their reputations, we find little evidence of positive impacts on learning outcomes for students who attended these schools, suggesting that their sterling reputations reflect the selection of students rather than their ability to generate value-added test score gains. (JEL H52, I21, I28, O15)	en_US
dc.language.iso	en	en_US
dc.publisher	American Economic Association	en_US
dc.subject	School quality,	en_US
dc.subject	student achievement,	en_US
dc.subject	Kenya	en_US
dc.title	Effects of School Quality on Student Achievement: Discontinuity Evidence from Kenya	en_US
dc.type	Article	en_US