From Forced Busing to Free Choice in Public Schools: Quasi-Experimental Evidence of Individual and General Effects. NBER Working Paper No. 11969

Autor/in	Lavy, Victor
Institution	National Bureau of Economic Research, Cambridge, MA.
Titel	From Forced Busing to Free Choice in Public Schools: Quasi-Experimental Evidence of Individual and General Effects. NBER Working Paper No. 11969
Quelle	(2006), (41 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Disadvantaged Youth; Busing; School Desegregation; Neighborhoods; Dropout Rate; Academic Achievement; School Choice; Foreign Countries; Desegregation Plans; High School Students; Graduation Rate; Competition; Israel (Tel Aviv) + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Integrative Schule; Neighbourhoods; Nachbarschaft; Schulleistung; Choice of school; Schulwahl; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wettkampf
Abstract	In 1994 the city of Tel Aviv replaced its existing school integration program based on inter-district busing, with a new program that allowed students to choose freely between schools in and out of district. This paper explores the impact of this program on high school outcomes while distinguishing the effect of choice on individual students from general equilibrium effects on affected districts. The identification is based on a regression discontinuity design that yields comparison groups drawn from untreated tangent neighborhoods in adjacent cities and on instrumental variables. The results suggest that the choice program had significant general equilibrium effects on high school dropout rates, matriculation rates and program of study. The gains are more pronounced among disadvantaged children but not among students who took advantage of the option to attend out of district schools with higher mean outcomes. These results and other evidence related to the behavioral responses of schools and students to the program suggest that the positive impact of the program is mainly due to better matching between students and schools and to productivity effects of choice and competition among schools. (Aulthor).
Anmerkungen	National Bureau of Economic Research, 1050 Massachusetts Ave., Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10