Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/36096 
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dc.contributor.authorCohen Zada, Dannyen
dc.contributor.authorGradstein, Marken
dc.contributor.authorReuven, Ehuden
dc.date.accessioned2010-02-17-
dc.date.accessioned2010-07-07T12:06:01Z-
dc.date.available2010-07-07T12:06:01Z-
dc.date.issued2009-
dc.identifier.urihttp://hdl.handle.net/10419/36096-
dc.description.abstractUsing a rich individual-level dataset on secondary public schools in Israel, we find strong evidence for discontinuities in the relationship between enrollment and household characteristics at cutoff points induced by a maximum class size rule. Our findings extend existing work that documents such discontinuities only among private schools (Urquiola and Verhoogen, 2009). These discontinuities violate the assumptions underlying the regression discontinuity design, which are crucial for identification. Consequently, IV estimates of class size effects are likely to be seriously biased. Potential manipulation of the treatment assignment rule by public schools warrants caution in applying a regression discontinuity design to estimate class size effects and indicates that institutional context is crucial for its scope of applicability.en
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x4679en
dc.subject.jelI20en
dc.subject.ddc330en
dc.subject.keywordRegression discontinuity designen
dc.subject.keywordclass sizeen
dc.subject.stwKlassengrößeen
dc.subject.stwAllgemeinbildende Schuleen
dc.subject.stwBildungsniveauen
dc.subject.stwRegressionen
dc.subject.stwBildungsverhaltenen
dc.subject.stwFamiliensoziologieen
dc.subject.stwSchätzungen
dc.subject.stwIsraelen
dc.titleClass size and the regression discontinuity design: the case of public schools-
dc.type|aWorking Paperen
dc.identifier.ppn618773681en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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