Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/298014 
Year of Publication: 
2024
Series/Report no.: 
I4R Discussion Paper Series No. 133
Publisher: 
Institute for Replication (I4R), s.l.
Abstract: 
Pop-Eleches and Urquiola (2013) apply a regression discontinuity to the Romanian secondary school system, and notably find that (a) students who go to a better school get higher scores on an exam used for university admission, (b) parents of students who get into a better school help their kids less with homework, and (c) kids who go to a slightly better school report more negative interactions with peers. We first reproduce all regression tables in Pop-Eleches and Urquiola (2013), and then test for robustness by unstacking the data, multi-way clustering, altering the cutoffs, altering control variables, and conducting influential analysis. Overall, we find the results for finding (a), (b), and (c) are robust in 100%, 42%, and 60% of the robustness checks we ran, and the t/z scores were on average 93%, 69%, and 92% as large as the original study.
Subjects: 
Education
Peer Effects
Economics of Education
JEL: 
I21
I28
J13
Document Type: 
Working Paper

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