Evaluating Public Per-Student Subsidies to Low-Cost Private Schools : Regression-Discontinuity Evidence from Pakistan

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.

Bibliographic Details

Main Authors:	Barrera-Osorio, Felipe, Raju, Dhushyanth
Language:	English
Published:	2011-04-01
Subjects:	ACADEMIC YEAR, ACCESS TO SCHOOLING, ADULT LITERACY, ADULT LITERACY RATE, ANNUAL FEES, ASSIGNMENT MECHANISM, AVERAGE TREATMENT EFFECT, BASIC EDUCATION, BLACKBOARDS, BOARD OF DIRECTORS, CALL, CHILD EDUCATION, CLASSROOM, CLASSROOM RATIO, CLASSROOM SPACE, CLASSROOMS, COMPARATIVE EDUCATION, CURRICULUM, EDUCATION GOALS, EDUCATION OUTCOMES, EDUCATION POLICY, EDUCATION SECTOR, EDUCATION STATISTICS, EDUCATIONAL ACHIEVEMENTS, EDUCATIONAL INPUTS, EDUCATIONAL INVESTMENTS, ELEMENTS, ENROLLMENT FIGURES, ENROLLMENT GROWTH, ENROLLMENT INCREASES, EQUITABLE ACCESS, EXPENDITURES, FEE STRUCTURES, FEMALE EDUCATION, FEMALE STUDENTS, GIRLS, GLOBAL EDUCATION, HEAD START, HIGHER LEVELS OF EDUCATION, HUMAN DEVELOPMENT, INTERVENTIONS, LEARNING, LEARNING ENVIRONMENT, LET, LEVELS OF EDUCATION, LITERACY, LITERACY RATES, LITERATURE, LIVING STANDARDS, MATHEMATICS, MIDDLE SCHOOLS, NATIONAL EDUCATION, NUMBER OF SCHOOLS, NUMBER OF STUDENTS, NUMBER OF TEACHERS, OPEN ACCESS, PAPERS, PARTICIPATION RATES, PARTNERSHIPS IN EDUCATION, PASS RATE, PHYSICAL INFRASTRUCTURE, PRIVATE EDUCATION, PRIVATE EDUCATION SECTOR, PRIVATE PARTNERSHIPS, PRIVATE PRIMARY SCHOOLS, PRIVATE SCHOOL, PRIVATE SCHOOLING, PRIVATE SCHOOLS, PUBLIC SCHOOL, PUBLIC SCHOOL SYSTEM, PUBLIC SCHOOL TEACHER, PUBLIC SCHOOL TEACHERS, PUBLIC SCHOOLS, PUBLIC SECONDARY SCHOOLS, QUALITY ASSURANCE, QUALITY EDUCATION, QUALITY OF EDUCATION, REGISTERED SCHOOLS, RURAL AREAS, SCHOOL ADMINISTRATORS, SCHOOL CENSUS, SCHOOL EDUCATION, SCHOOL ENROLLMENT, SCHOOL ENTRY, SCHOOL FEES, SCHOOL LEVEL, SCHOOL MANAGEMENT, SCHOOL PARTICIPATION, SCHOOL RECORDS, SCHOOL SIZE, SCHOOL SYSTEM, SCHOOL TEACHER, SCHOOL TEACHERS, SCHOOL TYPES, SCHOOLING, SECONDARY SCHOOLING, SECONDARY SCHOOLS, SOCIAL DEVELOPMENT, STUDENT ACHIEVEMENT, STUDENT ENROLLMENT, STUDENT SUBSIDIES, STUDENT SUBSIDY, STUDENT-TEACHER RATIO, SUBJECT AREAS, SUBJECTS, TEACHER, TEACHER ABSENTEEISM, TEACHER COMPETENCY, TEACHER CREDENTIALS, TEACHER PERFORMANCE, TEACHER SALARIES, TEACHER TRAINING, TEACHERS, TEACHING, TEACHING TOOLS, TEST ADMINISTRATION, TEST SCORES, TUTORING, UNIVERSAL PRIMARY EDUCATION, URBAN SCHOOLS, VOUCHERS,
Online Access:	http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000158349_20110425102033 https://hdl.handle.net/10986/3402
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