Replication data for: Are High-Quality Schools Enough to Increase Achievement among the Poor? Evidence from the Harlem Children's Zone

Principal Investigator(s):  View help for Principal Investigator(s) Will Dobbie; Roland G., Jr. Fryer

Version:  View help for Version V1

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._Read-Me.pdf application/octet-stream 4 KB 10/12/2019 11:32:AM
Read-Me.pdf application/pdf 55 KB 10/12/2019 11:32:AM
hcz_appendixfigure1.do text/plain 2.1 KB 10/12/2019 11:32:AM
hcz_appendixfigure2.do text/plain 1.5 KB 10/12/2019 11:32:AM
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hcz_appendixtable2.do text/plain 2.3 KB 10/12/2019 11:32:AM
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hcz_buildfile.do text/plain 20.4 KB 10/12/2019 11:32:AM
hcz_table1.do text/x-tex 3.4 KB 10/12/2019 11:32:AM
hcz_table2.do text/plain 6.1 KB 10/12/2019 11:32:AM

Project Description

Summary:  View help for Summary Harlem Children's Zone (HCZ), an ambitious social experiment, combines community programs with charter schools. We provide the first empirical test of the causal impact of HCZ charters on educational outcomes. Both lottery and instrumental variable identification strategies suggest that the effects of attending an HCZ middle school are enough to close the black-white achievement gap in mathematics. The effects in elementary school are large enough to close the racial achievement gap in both mathematics and ELA. We conclude with evidence that suggests high-quality schools are enough to significantly increase academic achievement among the poor. Community programs appear neither necessary nor sufficient. (JEL H75, I21, I28, J13, R23)

Scope of Project

JEL Classification:  View help for JEL Classification
      H75 State and Local Government: Health; Education; Welfare; Public Pensions
      I21 Analysis of Education
      I28 Education: Government Policy
      J13 Fertility; Family Planning; Child Care; Children; Youth
      R23 Urban, Rural, Regional, Real Estate, and Transportation Economics: Regional Migration; Regional Labor Markets; Population; Neighborhood Characteristics


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Published Versions

V1 [2019-10-12]

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