American Economic Review · 2006 · 417 citations · 20 references
Public AffairsEducation PolicySecondary EducationEducation FinanceEducation ReformSecondaryAdmissions TestingEducation ExpenditureEducation Tax PolicyEducation VouchersPublic EducationVoucher PolicyAcademic Progress AssessmentEducation Voucher EvaluationEducational Attainment EffectsLottery ChoiceLottery-based AssignmentStandardized Test ScoresVoucher Program EvaluationVoucher Systems
Colombia’s PACES program gave vouchers covering private secondary school costs to more than 125,000 low‑income children. Vouchers were renewable each year on the condition of sufficient academic progress, and because many were awarded by lottery, the program’s effects can be identified by comparing winners and losers. Administrative data show the program raises secondary‑school completion by 15–20 % and, after adjusting for higher college‑test participation among winners, boosts test scores by about 0.2 standard deviations.
Colombia's PACES program provided over 125,000 poor children with vouchers that covered the cost of private secondary school. The vouchers were renewable annually conditional on adequate academic progress. Since many vouchers were assigned by lottery, program effects can reliably be assessed by comparing lottery winners and losers. Estimates using administrative records suggest the PACES program increases secondary school completion rates by 15 to 20 percent. Correcting for the greater percentage of lottery winners taking college admissions tests, the program increased test scores by two-tenths of a standard deviation in the distribution of potential test scores.
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An IV Model of Quantile Treatment Effects
Victor Chernozhukov, Christian Hansen · Econometrica · 2004 · 985 citations · Full text