Books and guns: the quality of schools in conflict zones

This paper investigates the causal effect of armed conflict on the educational achievement of Colombian high school graduates, proxied by their scores on a national standardized test. Given the possible endogeneity of conflict, we use as an instrument the exogenous occurrence of natural disasters in...

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Autores Principales: Rodríguez Orgales, Catherine, Sánchez Torres, Fabio José
Formato: Desconocido (Unknown)
Lenguaje:Inglés (English)
Publicado: Universidad de los Andes, Facultad de Economía, CEDE 2018
Materias:
Acceso en línea:http://hdl.handle.net/1992/8233
id ir-1992-8233
recordtype dspace
spelling ir-1992-82332020-09-16T20:23:31Z Books and guns: the quality of schools in conflict zones Rodríguez Orgales, Catherine Sánchez Torres, Fabio José Armed conflict Educational achievement Colombia Conflicto armado - Aspectos económicos - Colombia Educación - Aspectos económicos - Colombia Educación - Aspectos sociales - Colombia I21, I29, O12 This paper investigates the causal effect of armed conflict on the educational achievement of Colombian high school graduates, proxied by their scores on a national standardized test. Given the possible endogeneity of conflict, we use as an instrument the exogenous occurrence of natural disasters in neighboring municipalities. Using this strategy and based on information at the student level, we find that an increase of one standard deviation in our conflict measure decreases scholastic achievement by 0.75 standard deviations. The results suggest that this effect is not driven by supply-side factors but rather by conflict affecting students and families directly. Moreover, the results are robust to different specifications and alternative identification strategies. Este trabajo investiga el efecto causal del conflicto armado en el logro educativo de los bachilleres de Colombia, utilizando como proxy los puntajes obtenidos en una prueba estandarizada nacional. Teniendo en cuenta la posible endogeneidad del conflicto, utilizamos como instrumento la ocurrencia exógena de los desastres naturales en los municipios vecinos. Utilizando esta estrategia, y basándose en la información a nivel de estudiantes, nos encontramos con que un aumento de una desviación estándar en nuestra medida conflicto disminuye el rendimiento escolar en 0,75 desviaciones estándar. Los resultados sugieren que este efecto no se debe a factores de oferta, sino más bien por lo impactos directos o indirectos del conflicto que afectan a los estudiantes y familias. Por otra parte, los resultados son robustos a diferentes especificaciones y estrategias de identificación alternativa. 2018-09-27T16:51:27Z 2018-09-27T16:51:27Z 2010 document publishedVersion 1657-5334 http://hdl.handle.net/1992/8233 1657-7191 eng Documentos CEDE No. 38 Noviembre de 2010 Al consultar y hacer uso de este recurso, está aceptando las condiciones de uso establecidas por los autores. openAccess Universidad de los Andes, Facultad de Economía, CEDE instname:Universidad de los Andes reponame:Repositorio Institucional Séneca
institution Universidad de los Andes
collection DSpace
language Inglés (English)
topic Armed conflict
Educational achievement
Colombia
Conflicto armado - Aspectos económicos - Colombia
Educación - Aspectos económicos - Colombia
Educación - Aspectos sociales - Colombia
I21, I29, O12
spellingShingle Armed conflict
Educational achievement
Colombia
Conflicto armado - Aspectos económicos - Colombia
Educación - Aspectos económicos - Colombia
Educación - Aspectos sociales - Colombia
I21, I29, O12
Rodríguez Orgales, Catherine
Sánchez Torres, Fabio José
Books and guns: the quality of schools in conflict zones
description This paper investigates the causal effect of armed conflict on the educational achievement of Colombian high school graduates, proxied by their scores on a national standardized test. Given the possible endogeneity of conflict, we use as an instrument the exogenous occurrence of natural disasters in neighboring municipalities. Using this strategy and based on information at the student level, we find that an increase of one standard deviation in our conflict measure decreases scholastic achievement by 0.75 standard deviations. The results suggest that this effect is not driven by supply-side factors but rather by conflict affecting students and families directly. Moreover, the results are robust to different specifications and alternative identification strategies.
format Desconocido (Unknown)
author Rodríguez Orgales, Catherine
Sánchez Torres, Fabio José
author_facet Rodríguez Orgales, Catherine
Sánchez Torres, Fabio José
author_sort Rodríguez Orgales, Catherine
title Books and guns: the quality of schools in conflict zones
title_short Books and guns: the quality of schools in conflict zones
title_full Books and guns: the quality of schools in conflict zones
title_fullStr Books and guns: the quality of schools in conflict zones
title_full_unstemmed Books and guns: the quality of schools in conflict zones
title_sort books and guns: the quality of schools in conflict zones
publisher Universidad de los Andes, Facultad de Economía, CEDE
publishDate 2018
url http://hdl.handle.net/1992/8233
_version_ 1705932472885182464
score 11,828437