Going to a Better School: Effects and Behavioral Responses

By Cristian Pop-Eleches, Miguel S. Urquiola. 2013

421 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b4a12471ae376c2b070dc5e9631b83c545eb0451

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Citations in the corpus

The downside of good peers: How classroom composition differentially affects men's and women's STEM persistence (2017, background): “For example, Pop-Eleches and Urquiola (2013) show that students who just make it into better high schools receive better exam scores but also report feeling marginalized and relatively weaker compared to students who are placed in classes with lower ability classmates.”
The Economics of Human Development and Social Mobility (2014, positive): “See Pop-Eleches and Urquiola (2013) and Gelber and Isen (2013).”
Regression discontinuity design with many thresholds (2017, positive): “For the case of one cutoff, the asymptotic distribution of the LPR estimator B̂j has been derived before by Hahn, Todd, and Van der Klaauw (2001) and Porter (2003) under n → ∞ and h1 → 0.”
Teacher Quality and Learning Outcomes in Kindergarten (2016, background): “They allow us to test whether parents alter their 2 Pop-Eleches and Urquiola (2013) use a regression discontinuity design to show that, in Romania, parents whose children have been accepted at a more selective school are less likely to help their children with their homework, suggesting that they…”
The Long-Term Effects of Early Track Choice (2017, positive): “These di¤erences in peer quality across school tracks are far larger than those in the quasi-experiments by Pop-Eleches and Urquiola (2011) and Cullen, Jakob and Levitt (2006) (around 0.20 of a standard deviation in both cases).”
Elite Colleges and Upward Mobility to Top Jobs and Top Incomes (2019, positive): “Following Pop-Eleches and Urquiola (2013), I summarize information from these cutoffs by “stacking” data across all cutoffs.”
Field of Study, Earnings, and Self-Selection* (2016, neutral): “…et al., 2013), the effect of admission to higher quality primary and secondary schools (see e.g. Jackson, 2010; Duflo et al., 2011; Abdulkadiroglu et al., 2012; Pop-Eleches and Urquiola, 2013), and the consequences of affirmative action in engineering colleges in India (Bertrand et al., 2010).”
Improving Education in Developing Countries (2016, background): “For example, Pop-Eleches and Urquiola (2013) found that a rule in Romania that allows students to choose their secondary school based on their performance on a nationwide exam improved the performance of students right above a predetermined cutoff by 0.02 to 0.10 SDs.”
Effects of School Quality on Student Achievement: Discontinuity Evidence from Kenya (2014, methodology): “cutoffs vary by school and the applicant’s district we follow Pop-Eleches and Urquiola (2011) and define the running variable, ri, as the distance (in points) between student i’s KCPE score, KCPEi, and the binding cutoff, csj:”