Evaluating the impact of supplemental funds on disadvantaged schools: Evidence from Chile /

Saved in:
Bibliographic Details
Author / Creator:Mendez Vargas, Carolina Patricia, author.
Ann Arbor : ProQuest Dissertations & Theses, 2016
Description:1 electronic resource (150 pages)
Format: E-Resource Dissertations
Local Note:School code: 0330
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11674588
Hidden Bibliographic Details
Other authors / contributors:University of Chicago. degree granting institution.
Notes:Advisors: Ofer Malamud Committee members: Dan A. Black; Susan E. Mayer; Alicia S. Menendez.
This item is not available from ProQuest Dissertations & Theses.
Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Summary:A number of policy interventions have attempted to reduce educational inequity by providing more monetary resources to schools or teachers. The three papers that compose my dissertation use Chilean educational data to explore the impact of two programs that provide supplemental funds to persistently disadvantaged schools in different ways: by increasing teacher salaries, and by providing somewhat discretionary funds directly to particular schools. (Abstract shortened by ProQuest.).