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Forced Displacement and Educational Achievement in Bogota’s Public Schools

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dc.description.abstract The Colombian civil conflict has been going on for many decades affecting civilians directly and indirectly. One of the repercussions of this long-term conflict has been the forced displacement of a large number of civilians from conflict areas to non-conflict areas. The purpose of this research is to identify the effects of forced displacement on the performance of Colombian students in the national high school exit examination. This research contributes to the existing literature that studies the impact of civil conflict on education, including Rodríguez and Sánchez (2010), Akresh and de Walque (2008), Lai and Thyne (2007), Shemyakina (2011), Dabalen and Paul (2012), Bundervoet (2012) and Merrouche (2006). This paper also contributes to the literature that studies the impact of internal displacement on the welfare of civilians, including the work of Ibañez and Velez (2008), Ibañez and Moya (2010), Ruiz and Vargas (2013), Calderón and Ibañez (2009), Kirschhoff and Ibañez (2002), Kondylis (2008 & 2010), and Fiala (2009). However, to the best of my knowledge this is the first effort to try to understand and quantify the impact of forced displacement on education achievement measured by standardized exams. The Secretariat of Education of Bogota, a public entity in charge of managing and executing policies and programs in order to guarantee the rights of individuals to access education in the capital city of Colombia, provided us a detailed database for the years 2011 and 2012, containing information about those students who are attending public schools in Bogota and have been internally displaced because of the Colombian civil conflict. In this paper we use two different methodologies to estimate the effects of forced displacement on the performance of Colombian students in the national high school exit examination: cluster robust inference and instrumental variables. The results obtained in this paper provide clear evidence of the negative repercussions that displacement can have on human capital accumulation. For both years, the results of the estimations using OLS cluster robust inference and instrumental variable show that there is a negative and significant effect of displacement on the performance in the mathematics and language exit examinations. However, the results obtained using the instrumental variables approach show a larger effect of displacement on the performance in the examinations. en
dc.title Forced Displacement and Educational Achievement in Bogota’s Public Schools en
dc.contributor.author Gomez Soler, Silvia
dc.date.accessioned 2015-10-14T07:33:06Z
dc.date.available 2015-10-14T07:33:06Z
dc.date.issued 2015-10-14
dc.identifier.uri http://hdl.handle.net/123456789/53021
lacea.language.supported en
dc.description Working paper
dc.language.iso en
dc.subject Colombia
dc.subject Bogota
dc.subject Displacement
dc.subject Educational Achievement
dc.subject Education
dc.subject Public Schools
dc.type Working Paper


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