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Disrupted schooling: impacts on achievement from the Chilean school occupations

Montebruno Bondi, Piero (2020) Disrupted schooling: impacts on achievement from the Chilean school occupations. CEP Discussion Papers (1696). Centre for Economic Performance, LSE, London, UK.

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Abstract

Disrupted schooling can heavily impact the amount of education pupils receive. Starting in early June of 2011 a huge social outburst of pupil protests, walk-outs, riots and school occupations called the Chilean Winter caused more than 8 million of lost school days. Within a matter of days, riots reached the national level with hundreds of thousands of pupils occupying schools, marching on the streets and demanding better education. Exploiting a police report on occupied schools in Santiago, I assess the effect of reduced school attendance in the context of schools occupations on pupils’ cognitive achievement. This paper investigates whether or not there is a causal relationship between the protests and school occupations and the standardised test performance of those pupils whose schools were occupied.

Item Type: Monograph (Discussion Paper)
Official URL: https://cep.lse.ac.uk/_new/publications/discussion...
Additional Information: © 2020 The Authors
Divisions: Centre for Economic Performance
Subjects: L Education > LB Theory and practice of education
H Social Sciences > HQ The family. Marriage. Woman
H Social Sciences > HN Social history and conditions. Social problems. Social reform
JEL classification: I - Health, Education, and Welfare > I2 - Education > I21 - Analysis of Education
J - Labor and Demographic Economics > J2 - Time Allocation, Work Behavior, and Employment Determination and Creation; Human Capital; Retirement > J24 - Human Capital; Skills; Occupational Choice; Labor Productivity
J - Labor and Demographic Economics > J5 - Labor-Management Relations, Trade Unions, and Collective Bargaining > J52 - Dispute Resolution: Strikes, Arbitration, and Mediation; Collective Bargaining
Date Deposited: 18 Jan 2021 09:45
Last Modified: 19 Jan 2021 00:32
URI: http://eprints.lse.ac.uk/id/eprint/108459

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