Does attending a selective secondary school improve student performance? Evidence from the Bicentenario schools in Chile

References

• Abdulkadiroğlu, A., Angrist, J., & Pathak, P. (2014). The elite illusion: Achievement effects at Boston and New York exam schools. Econometrica, 82(1), 137–196. doi: 10.3982/ECTA10266
   Web of Science ®Google Scholar
• Adelson, J. L. (2013). Educational research with real-world data: Reducing selection bias with propensity score analysis. Practical Assessment, Research & Evaluation, 18(15). Retrieved from http://pareonline.net/getvn.asp?v=18&n=15
   Google Scholar
• Alcalde, P. (2014). Selective schools and the effect of class composition: Evaluation of the Bicentenario Schools in Chile. Retrieved from https://editorialexpress.com/cgi-bin/conference/download.cgi?db_name=SECHI2014&paper_id=23
   Google Scholar
• Allende, C. (2015). Efectividad de los liceos públicos de excelencia en Chile [Emblematic schools’ effectiveness in Chile] (Master’s Thesis, Universidad de Chile). Retrieved from http://repositorio.uchile.cl/bitstream/handle/2250/134591/Efectividad de los liceos públicos de excelencia en Chile.pdf?sequence=1&isAllowed=y
   Google Scholar
• Athey, S., & Imbens, G. W. (2006). Identification and inference in nonlinear difference-in-differences models. Econometrica, 74(2), 431–497. doi: 10.1111/j.1468-0262.2006.00668.x
   Web of Science ®Google Scholar
• Becker, S. O., & Ichino, A. (2002). Estimation of average treatment effects based on propensity scores. The Stata Journal, 2(4), 358–377. doi: 10.1177/1536867X0200200403
   Web of Science ®Google Scholar
• Bravo, M., Lavín, J., Ruiz de Viñaspre, J., & Wilkins, A. (2016). Liceos de Excelencia Bicentenario: Vía rápida de inclusión y movilidad social [Bientenario schools for excellence: Rapid path for inclusion and social mobility]. Santiago: RIL Editores.
   Google Scholar
• Bucarey, A., Jorquera, M., Muñoz, P., & Urzúa, S (2014). El efecto del Instituto Nacional. Evidencia a partir de un diseño de regresión discontinua [The effect of attending an elite public high-school in Chile. The case of the Instituto Nacional]. Estudios Públicos, 133, 37–68. Retrieved from https://www.cepchile.cl/el-efecto-del-instituto-nacional-evidencia-a-partir-de-un-diseno-de/cep/2016-03-04/100601.html
   Google Scholar
• Carrasco, A., Gutierrez, G., Bogolasky, F., Rivero, R., & Zarhi, M. (2014). Análisis del estado de implementación del programa “Liceos Bicentenario de Excelencia” [Analysis of the implementation status of the “Bicentennial Schools for Excellence” program]. Retrieved from http://www.dipres.gob.cl/597/articles-139743_informe_final.pdf
   Google Scholar
• Cerulli, G. (2015). Econometric evaluation of socio-economic programs: Theory and applications. Heidelberg: Springer. doi: 10.1007/978-3-662-46405-2
   Google Scholar
• Clark, D. (2010). Selective schools and academic achievement. The B.E. Journal of Economic Analysis & Policy, 10(1). doi: 10.2202/1935-1682.1917
   Web of Science ®Google Scholar
• Clark, D., & Del Bono, E. (2016). The long-run effects of attending an elite school: Evidence from the United Kingdom. American Economic Journal: Applied Economics, 8(1), 150–176. doi: 10.1257/app.20130505
   Web of Science ®Google Scholar
• Dobbie, W., & Fryer, R. G., Jr. (2014). The impact of attending a school with high-achieving peers: Evidence from the New York City exam schools. American Economic Journal: Applied Economics, 6(3), 58–75. doi: 10.1257/app.6.3.58
   Web of Science ®Google Scholar
• Duflo, E., Dupas, P., & Kremer, M. (2011). Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya. American Economic Review, 101(5), 1739–1774. doi: 10.1257/aer.101.5.1739
   Web of Science ®Google Scholar
• Dustan, A. (2010). Have elite schools earned their reputation? High school quality and student tracking in Mexico City. Retrieved from https://are.berkeley.edu/fields/ae/dustan.pdf
   Google Scholar
• Eyzaguirre, S. (2016). ¿Por qué liceos de excelencia? [Why excellence-selective schools?]. Retrieved from https://www.cepchile.cl/cep/site/artic/20161219/asocfile/20161219124144/pder448_seyzaguirre.pdf
   Google Scholar
• Fontaine, A., & Urzúa, S. (2014). Selección, diversidad y libertad de enseñanza [Selection, diversity and freedom of education] (Working Paper No. 10). Retrieved from Centro Latinoamericano de Políticas Económicas y Sociales – CLAPES website: http://www.clapesuc.cl/assets/uploads/2016/02/doct-10-vfinal-seleccion-diversidad-y-lib-ensenanza_v13_final_clapes_final-su-y-af.pdf
   Google Scholar
• Galindo-Rueda, F., & Vignoles, A. (2005). The heterogeneous effect of selection in secondary schools: Understanding the changing role of ability. Retrieved from Centre for the Economics of Education, London School of Economics and Political Science website: http://eprints.lse.ac.uk/19440/1/The_Heterogeneous_Effect_of_Selection_in_Secondary_Schools_Understanding_the_Changing_Role_of_Ability.pdf
   Google Scholar
• Garrido, M. M., Kelley, A. S., Paris, J., Roza, K., Meier, D. E., Morrison, R. S., & Aldridge, M. D. (2014). Methods for constructing and assessing propensity scores. Health Services Research, 49(5), 1701–1720. doi: 10.1111/1475-6773.12182
   PubMed Web of Science ®Google Scholar
• González, F., & Johnson, E. (2018). Políticas de inclusión universitaria y comportamiento estratégico en educación secundaria [University inclusion policies and strategic behaviour in secondary education]. Estudios Públicos, 149, 41–73. https://www.cepchile.cl/cep/site/docs/20180502/20180502104745/rev149_fgonzalezyejohnson.pdf
   Google Scholar
• Heinrich, C., Maffioli, A., & Vázquez, G. (2010). A primer for applying propensity-score matching. Retrieved from http://publications.iadb.org/handle/11319/1681
   Google Scholar
• Henríquez, F., Lara, B., Mizala, A., & Repetto, A. (2012). Effective schools do exist: Low-income children’s academic performance in Chile. Applied Economics Letters, 19(5), 445–451. doi: 10.1080/13504851.2011.583208
   Web of Science ®Google Scholar
• Hsieh, C.-T., & Urquiola, M. (2006). The effects of generalized school choice on achievement and stratification: Evidence from Chile’s voucher program. Journal of Public Economics, 90(8–9), 1477–1503. doi: 10.1016/j.jpubeco.2005.11.002
   Web of Science ®Google Scholar
• Imbens, G. W., & Wooldridge, J. M. (2009). Recent developments in the econometrics of program evaluation. Journal of Economic Literature, 47(1), 5–86. doi: 10.1257/jel.47.1.5
   Web of Science ®Google Scholar
• Jackson, C. K. (2010). Do students benefit from attending better schools? Evidence from rule-based student assignments in Trinidad and Tobago. The Economic Journal, 120(549), 1399–1429. doi: 10.1111/j.1468-0297.2010.02371.x
   Web of Science ®Google Scholar
• Jackson, C. K. (2013). Can higher-achieving peers explain the benefits to attending selective schools? Evidence from Trinidad and Tobago. Journal of Public Economics, 108, 63–77. doi: 10.1016/j.jpubeco.2013.09.007
   Web of Science ®Google Scholar
• Khandker, S. R., Koolwal, G. B., & Samad, H. A. (2009). Handbook on impact evaluation: Quantitative methods and practices. Washington, DC: The World Bank. doi: 10.1596/978-0-8213-8028-4
   Google Scholar
• Koch, A., Nafziger, J., & Nielsen, H. S. (2015). Behavioral economics of education. Journal of Economic Behavior & Organization, 115, 3–17. doi: 10.1016/j.jebo.2014.09.005
   Web of Science ®Google Scholar
• Koljatic, M., & Silva, M. (2010). Algunas reflexiones a siete años de la implementación de la PSU [Some reflections 7 years after the implementation of the PSU – University entrance test]. Estudios Públicos, 120. Retrieved from https://www.cepchile.cl/cep/estudios-publicos/n-111-a-la-120-2008-2011/algunas-reflexiones-a-siete-anos-de-la-implementacion-de-la-psu
   Google Scholar
• Lara, B., Mizala, A., & Repetto, A. (2011). The effectiveness of private voucher education: Evidence from structural school switches. Educational Evaluation and Policy Analysis, 33(2), 119–137. doi: 10.3102/0162373711402990
   Web of Science ®Google Scholar
• Loeb, S., Kalogrides, D., & Béteille, T. (2011). Effective schools: Teacher hiring, assignment, development, and retention (NBER Working Paper No. 17177). Cambridge, MA: National Bureau of Economic Research. doi: 10.3386/w17177
   Google Scholar
• Manning, A., & Pischke, J.-S. (2006). Comprehensive versus selective schooling in England and Wales: What do we know? Retrieved from Centre for the Economics of Education, London School of Economics and Political Science website: http://eprints.lse.ac.uk/19417/1/Comprehensive_Versus_Selective_Schooling_in_England_and_Wales_What_Do_We_Know.pdf
   Google Scholar
• Manríquez, B. (2016). Efectos de los liceos públicos emblemáticos sobre el desempeño escolar el caso del Liceo N° 1 de Niñas Javiera Carrera [Emblematic schools’ effects: The case of the only-girls High School N°1] (Master’s Thesis, Universidad de Chile). Retrieved from http://repositorio.uchile.cl/handle/2250/138585
   Google Scholar
• Melly, B., & Santangelo, G. (2015). The changes-in-changes model with covariates. Retrieved from http://www.hec.unil.ch/documents/seminars/deep/1591.pdf
   Google Scholar
• Murnane, R. J., & Willett, J. B. (2010). Methods matter: Improving causal inference in educational and social science research. New York, NY: Oxford University Press.
   Google Scholar
• Organisation for Economic Co-operation and Development. (2013). PISA 2012 results: What makes schools successful? Resources, policies and practices (Volume IV). Retrieved from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-IV.pdf
   Google Scholar
• Organisation for Economic Co-operation and Development. (2014). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf
   Google Scholar
• Pop-Eleches, C., & Urquiola, M. (2013). Going to a better school: Effects and behavioral responses. American Economic Review, 103(4), 1289–1324. doi: 10.1257/aer.103.4.1289
   Web of Science ®Google Scholar
• Rivera, M., & Guevara, J. (2017). Selección en la educación secundaria y acceso a universidades de elite por tipos de establecimiento en Chile: Análisis de la cohorte 2016 [Secondary schools’ selection and access to selective universities by type of schools: 2016 cohort analysis] (Working Paper No.8). Santiago: Centro de Estudios Mineduc, Ministerio de Educación. Retrieved from https://centroestudios.mineduc.cl/wp-content/uploads/sites/100/2017/06/DctoTrabajo8-MRivera.pdf
   Google Scholar
• Schiefelbein, E., Leiva, R., & Schiefelbein, P. (2004). Closing the math learning gap between Chile and developed countries. Journal of International Cooperation in Education, 7(1), 99–114. Retrieved from http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/2014/03/7-1-10.pdf
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (2015). Informe de resultados TERCE: Logros de aprendizaje [TERCE results report: Learning achievements]. Retrieved from http://unesdoc.unesco.org/images/0024/002435/243532S.pdf
   Google Scholar