東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Analyzing the impact of school vouch...

Yau, Ying Chung Peter (Jeffrey).

Linked to FindBook

Google Book

Amazon

博客來

Analyzing the impact of school vouchers and private schooling on student achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analyzing the impact of school vouchers and private schooling on student achievement./
Author:	Yau, Ying Chung Peter (Jeffrey).
Description:	107 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2333.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Economics, Labor. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3179842
ISBN:	0542201143

Analyzing the impact of school vouchers and private schooling on student achievement.
Yau, Ying Chung Peter (Jeffrey).

Analyzing the impact of school vouchers and private schooling on student achievement. - 107 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2333.

Thesis (Ph.D.)--University of Pennsylvania, 2005.

In this dissertation, I analyze (1) the impact on academic achievement of using school vouchers to attend private schools for different lengths of time, (2) the average treatment effect (ATE) of receiving school vouchers (regardless of using them or not) on student achievement for different subgroups of voucher users, and (3) two other important aspects of the distribution of impacts on achievement of the voucher students---the proportion of voucher students who showed test score gains and the different quantiles of the impact distribution. The mean impact of offering vouchers (or the intent-to-treat effect) has dominated the empirical literature of school vouchers as the central question of interest, but this conventional impact parameter does not provide a complete picture of the effectiveness of the voucher programs due to the dynamic aspect of self-selection into the program and to the large variation across different quantiles of the achievement impact distribution. The data from the New York School Voucher Experiment (NYSCSP), which randomly assigned vouchers to families that met the eligibility criteria, is used in both chapters of this dissertation. Voucher recipients did not necessarily use the vouchers for private schooling, and even if they did, they might not stay in that sector until the end of the program period. As the decisions about whether to use the voucher and how long to use them are nonrandom, non-experimental estimators are required to estimate these impacts. To account for self-selection, I estimate impact #1 using the non-parametric, difference-in-difference propensity-score matching estimators recently developed in the economics literature of program evaluation and modifying them to additionally take into account selective non-response. To estimate the other two features of the impact distribution, I exploit the information collected at the baseline and combine them with the method of matching. The results shed light on why the impacts of receiving vouchers and using vouchers for different lengths of time on achievement vary across racial/ethnic groups and reveal a large variation in impacts across different quantiles of the achievement impact distribution, showing that the NYSCSP vouchers may benefit some (but definitely not all) students.

ISBN: 0542201143Subjects--Topical Terms:

1019135
Economics, Labor.

Analyzing the impact of school vouchers and private schooling on student achievement.
LDR:03204nmm 2200277 4500 001 1817262
005 20060816134358.5
008 130610s2005 eng d
020 $a 0542201143
035 $a (UnM)AAI3179842
035 $a AAI3179842
040 $a UnM $c UnM
100 1 $a Yau, Ying Chung Peter (Jeffrey). $3 1906621
245 1 0 $a Analyzing the impact of school vouchers and private schooling on student achievement.
300 $a 107 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2333.
500 $a Supervisor: Petra E. Todd.
502 $a Thesis (Ph.D.)--University of Pennsylvania, 2005.
520 $a In this dissertation, I analyze (1) the impact on academic achievement of using school vouchers to attend private schools for different lengths of time, (2) the average treatment effect (ATE) of receiving school vouchers (regardless of using them or not) on student achievement for different subgroups of voucher users, and (3) two other important aspects of the distribution of impacts on achievement of the voucher students---the proportion of voucher students who showed test score gains and the different quantiles of the impact distribution. The mean impact of offering vouchers (or the intent-to-treat effect) has dominated the empirical literature of school vouchers as the central question of interest, but this conventional impact parameter does not provide a complete picture of the effectiveness of the voucher programs due to the dynamic aspect of self-selection into the program and to the large variation across different quantiles of the achievement impact distribution. The data from the New York School Voucher Experiment (NYSCSP), which randomly assigned vouchers to families that met the eligibility criteria, is used in both chapters of this dissertation. Voucher recipients did not necessarily use the vouchers for private schooling, and even if they did, they might not stay in that sector until the end of the program period. As the decisions about whether to use the voucher and how long to use them are nonrandom, non-experimental estimators are required to estimate these impacts. To account for self-selection, I estimate impact #1 using the non-parametric, difference-in-difference propensity-score matching estimators recently developed in the economics literature of program evaluation and modifying them to additionally take into account selective non-response. To estimate the other two features of the impact distribution, I exploit the information collected at the baseline and combine them with the method of matching. The results shed light on why the impacts of receiving vouchers and using vouchers for different lengths of time on achievement vary across racial/ethnic groups and reveal a large variation in impacts across different quantiles of the achievement impact distribution, showing that the NYSCSP vouchers may benefit some (but definitely not all) students.
590 $a School code: 0175.
650 4 $a Economics, Labor. $3 1019135
650 4 $a Education, Finance. $3 1020300
690 $a 0510
690 $a 0277
710 2 0 $a University of Pennsylvania. $3 1017401
773 0 $t Dissertation Abstracts International $g 66-06A.
790 1 0 $a Todd, Petra E., $e advisor
790 $a 0175
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3179842