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Follow the Leader: Student Strikes, School Absenteeism and Long Term Implications on Educational Outcomes

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dc.description.abstract In 2011, a massive wave of student strikes took place in Chile. These strikes were initially organized by university students, but later joined by secondary school students. As a result, hundreds of thousands of secondary school students skipped classes to join the strikes. The average yearly attendance rate of students in public secondary schools dropped by almost 20% points in 2011, but immediately came back to normal levels in 2012, the point at which schools resumed standard practices. Using microdata drawn from student populations, I found that student strikes led to a persistent negative effect on math's high-stakes exam and university enrollment rates of public school students, even four years after the strikes took place. The yearly effect in the math exam fluctuates around 3.2% and 4% σ, while university enrollment in selective universities fell by approximately 1% points to 1.5% points. This is a sizeable effect, considering that the previous enrollment rate of public school students in selective universities was around 9.8%. I didn't find any significant effect on language's high-stakes exam. Robustness analysis shows that results are not driven by the sorting of students across schools or cohorts following the strikes, nor by key inputs of the educational production function that might had been affected, like disruptive factors within the schools, a disruptive environment at the moment to sit the high-stakes exams, class size or teachers. Finally, IV estimations suggest that a 10% decrease in school attendance rate during secondary schooling is related to 9.5% σ lost on math's high-stakes exam score and 3.2% points reduction in the probability of being enrolled in a selective university. en
dc.title Follow the Leader: Student Strikes, School Absenteeism and Long Term Implications on Educational Outcomes en
dc.contributor.author Gaete-Romeo, Gonzalo
dc.date.accessioned 2018-02-15T21:35:31Z
dc.date.available 2018-02-15T21:35:31Z
dc.date.issued 2018-02-15
dc.identifier.uri http://lacer.lacea.org/handle/123456789/64545
lacea.language.supported en
dc.description Working paper
dc.language.iso en
dc.subject Education
dc.subject Chile
dc.subject Public Secondary Schools
dc.type Working Paper


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