Experimentally Estimated Impacts of School Voucher on Educational Attainments of Moderately and Severely Disadvantaged Students. Program on Education Policy and Governance Working Papers Series. PEPG 19-02

Autor/inn/en	Cheng, Albert; Chingos, Matthew M.; Peterson, Paul E.
Institution	Harvard University, Program on Education Policy and Governance
Titel	Experimentally Estimated Impacts of School Voucher on Educational Attainments of Moderately and Severely Disadvantaged Students. Program on Education Policy and Governance Working Papers Series. PEPG 19-02
Quelle	(2019), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Vouchers; Program Effectiveness; Educational Attainment; Disadvantaged Youth; Low Income Students; School Choice; College Attendance; Graduation Rate; Minority Group Students; Poverty; Socioeconomic Status; Private Schools; Scholarships; New York (New York) + Suchen Sie Ihr Suchwort? Educational voucher; Bildungsgutschein; Bildungsabschluss; Bildungsgut; Benachteiligter Jugendlicher; Choice of school; Schulwahl; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Armut; Socio-economic status; Sozioökonomischer Status; Private school; Privatschule; Scholarship; Stipendium
Abstract	Estimates of school voucher impacts on educational attainment have yet to explore heterogeneities in socioeconomic status among disadvantaged minority students. We theorize reasons for these heterogeneities and then estimate experimentally the differential impacts of voucher offers on college enrollment and graduation rates for minority and non-immigrant students from moderately and severely disadvantaged backgrounds. The findings are obtained from a privately sponsored, lottery-based voucher intervention in New York City that began in 1997. College enrollment and degree attainment as of the fall of 2017 were obtained from the National Student Clearinghouse. We find no significant effects of offers on minority students from severely disadvantaged backgrounds but significant effects of six to eight percentage points on those from moderately disadvantaged households. Similar results are obtained for students born of non-immigrant mothers. Some policy implications are discussed. [Additional support for this research was provided by the Hubbard Family Foundation.] (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg/research.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01