Abstract
The universal nature of school attendance precludes the experimental investigation of the absolute effect of schooling on achievement. The available empirical evidence consists of the results of post hoc analyses of the within-grade-level relationship of students’ achievement to the quality and quantity of schooling. This paper suggests a between-grade-levels quasi-experimental approach to the investigation of school’s effect on achievement, involving the estimation of this effect by means of a regression discontinuity design. The paper presents the rationale underlying the suggested approach and demonstrates its application to the estimation of the effect of schooling at grade 2 on achievement in mathematics and reading comprehension.
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