Working Paper: NBER ID: w19271
Authors: Marianne P. Bitler; Thurston Domina; Emily K. Penner; Hilary W. Hoynes
Abstract: We use quantile treatment effects estimation to examine the consequences of a school voucher experiment across the distribution of student achievement. In 1997, the School Choice Scholarship Foundation granted $1,400 private school vouchers to a randomly-selected group of low-income New York City elementary school students. Prior research indicates that this program had no average effect on student achievement. If vouchers boost achievement at one part of the distribution and hurt achievement at another, zero or small mean effects may obscure theoretically important but offsetting program effects. Drawing upon prior research related to Catholic schools and school choice, we derive three hypotheses regarding the program's distributional consequences. Our analyses suggest that the program had no significant effect at any point in the skill distribution.
Keywords: school vouchers; student achievement; quantile treatment effects; educational inequality
JEL Codes: I2
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| New York City school choice scholarship program (I28) | student achievement (I24) |
| New York City school choice scholarship program (I28) | math achievement at the top of the distribution (C46) |
| New York City school choice scholarship program (I28) | no significant changes in academic performance (D29) |
| New York City school choice scholarship program (I28) | differences in achievement between treatment and control groups (C90) |
| New York City school choice scholarship program (I28) | positive effects for African American students (I24) |