{"id":13386,"date":"2019-04-04T17:07:31","date_gmt":"2019-04-04T21:07:31","guid":{"rendered":"https:\/\/www.inesad.edu.bo\/2019\/04\/04\/setting-an-example-spillover-effects-of-peruvian-magnet-schools\/"},"modified":"2019-04-04T17:07:31","modified_gmt":"2019-04-04T21:07:31","slug":"setting-an-example-spillover-effects-of-peruvian-magnet-schools","status":"publish","type":"post","link":"https:\/\/www.inesad.edu.bo\/en\/2019\/04\/04\/setting-an-example-spillover-effects-of-peruvian-magnet-schools\/","title":{"rendered":"Setting an example? Spillover effects of Peruvian Magnet Schools"},"content":{"rendered":"<p><strong>By:<\/strong><\/p>\n<p>Alejandro Herrera<\/p>\n<p>Mariel Bedoya<\/p>\n<p>Bruno Gonzaga<\/p>\n<p>Karen Espinoza<\/p>\n<p><strong>Abstract<\/strong><\/p>\n<p style=\"text-align: justify;\">In this paper we use a Multi-Cutoff Fuzzy Regression Discontinuity Design to evaluate spillover effects of students enrolled into Peruvian public magnet schools, Colegios de Alto Rendimiento (COAR), on educational outcomes of younger students in their schools of origin. Using administrative data from the Ministry of Education for 2016, we find that having at least one student admitted in a COAR school causes some negative spillover effects on math test scores of students from the following cohort. No evidence of statistically significant results is found for verbal and history test scores, nor for self-reported educational expectations. We discuss potential causes and reasons that may explain our results.<\/p>\n<p style=\"text-align: justify;\"><strong>JEL Classification:<\/strong> I20, I24, I28, O53.<br \/>\n<strong>Keywords: <\/strong>Magnet school, role model, educational achievement, educational expectations, education spillover.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify;\"><div class='w3eden'><!-- WPDM Link Template: Default Template -->\n\n<div class=\"link-template-default card mb-2\">\n    <div class=\"card-body\">\n        <div class=\"media\">\n            <div class=\"mr-3 img-48\"><img decoding=\"async\" class=\"wpdm_icon\" alt=\"Icon\" src=\"https:\/\/www.inesad.edu.bo\/wp-content\/plugins\/download-manager\/assets\/file-type-icons\/pdf.svg\" \/><\/div>\n            <div class=\"media-body\">\n                <h3 class=\"package-title\"><a href='https:\/\/www.inesad.edu.bo\/download\/wp01_2019\/'>wp01_2019<\/a><\/h3>\n                <div class=\"text-muted text-small\"><i class=\"fas fa-copy\"><\/i> 1 file(s) <i class=\"fas fa-hdd ml-3\"><\/i> 770.80 KB<\/div>\n            <\/div>\n            <div class=\"ml-3\">\n                <a class='wpdm-download-link download-on-click btn btn-primary ' rel='nofollow' href='#' data-downloadurl=\"https:\/\/www.inesad.edu.bo\/download\/wp01_2019\/?wpdmdl=8713&refresh=69fceae16e3251778182881\">Download<\/a>\n            <\/div>\n        <\/div>\n    <\/div>\n<\/div>\n\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>By: Alejandro Herrera Mariel Bedoya Bruno Gonzaga Karen Espinoza Abstract In this paper we use a Multi-Cutoff Fuzzy Regression Discontinuity Design to evaluate spillover effects of students enrolled into Peruvian public magnet schools, Colegios de Alto Rendimiento (COAR), on educational outcomes of younger students in their schools of origin. Using administrative data from the Ministry &hellip;<\/p>\n","protected":false},"author":15,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[544,326,45,432],"tags":[],"class_list":["post-13386","post","type-post","status-publish","format-standard","","category-alejandro-herrera-2","category-alejandro-herrera","category-documentos","category-working-papers"],"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p9wqBX-3tU","_links":{"self":[{"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/posts\/13386","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/users\/15"}],"replies":[{"embeddable":true,"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/comments?post=13386"}],"version-history":[{"count":0,"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/posts\/13386\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/media?parent=13386"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/categories?post=13386"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.inesad.edu.bo\/en\/wp-json\/wp\/v2\/tags?post=13386"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}