Replication data for: Buy the Book? Evidence on the Effect of Textbook Funding on School-Level Achievement
Principal Investigator(s): View help for Principal Investigator(s) Kristian L. Holden
Version: View help for Version V1
| Name | File Type | Size | Last Modified |
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| 2015_0112_data | 10/12/2019 01:06:PM | ||
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text/plain | 14.6 KB | 10/12/2019 09:06:AM |
Project Citation:
Holden, Kristian L. Replication data for: Buy the Book? Evidence on the Effect of Textbook Funding on School-Level Achievement. Nashville, TN: American Economic Association [publisher], 2016. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113641V1
Project Description
Summary:
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This paper considers the effect of textbook funding on school-level test performance by using a quasi-experimental setting in the United States. I consider a lawsuit in California that provided a one-time payment of $96.90 per student for textbooks if schools fell below a threshold of academic performance. Exploiting this variation with a regression discontinuity (RD) design, I find that textbook funding has significant positive effects on school-level achievement in elementary schools and has a high benefit-per-dollar. In contrast to elementary schools, I find no effect in middle and high schools though these estimates are very imprecise.
Scope of Project
JEL Classification:
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H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
I22 Educational Finance; Financial Aid
I24 Education and Inequality
I28 Education: Government Policy
H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
I22 Educational Finance; Financial Aid
I24 Education and Inequality
I28 Education: Government Policy
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