Effects of Neighborhoods on Children’s Educational Outcomes in Indonesia
by Audrey Liu
Abstract
There is considerable observed geographic variable in outcomes across space. Neighborhood effects attempt to explain to what extent the place in which an individual grows up impacts their future outcomes. This paper focuses on neighborhood effects on children in Indonesia where there is a large disparity in public and private amenities between different regions. The aim of this paper is to analyze whether and to what extent neighborhoods impact a child’s education outcomes and whether there exists a critical age where intervention is most crucial. By restricting my dataset to movers and taking advantage of variation within a family in terms of exposure to different neighborhoods, I find evidence that the duration of time an individual spends in a given neighborhoods impacts their outcomes. I also find evidence of a critical age that produces better outcomes, implying that the age at which a child moves matters as well.
Professor Erica Field, Faculty Advisor
Professor Michelle Connolly, Faculty Advisor
JEL Codes: I25; H4; H75
Code on file
Improving Institutional Performance: Foreign Aid Evaluation and Determinants of Foreign Aid Project Success Ratings
by Susan Sawyer O’Keefe
Abstract
In this paper, I use a regression model to predict project outcome ratings for international aid projects by 12 multilateral and bilateral aid agencies taking place in 183 recipient countries. The influential factors considered are project duration, project size, evaluation type, evaluation lag, donor ratings, and country-level indicators of development. I find a significant relationship supporting differences in project outcome ratings for projects evaluated by an independent evaluation agency, a resource that some banks use to access project performance by an unbiased party. I also examine the significance of other project-level factors and compare these to trends identified in past literature on foreign aid project effectiveness.
Professor Michelle Connolly, Faculty Advisor
JEL Codes: H43, O22
Peer Effects & Differential Attrition: Evidence from Tennessee’s Project STAR
by Sanjay Satish
Abstract
This paper explores the effects of attrition on student development in early education. It aims to provide evidence that student departure in elementary schools has educational impacts on the students they leave behind. Utilizing data from Tennessee’s Project STAR experiment, this paper aims to expand upon the literature of peer effects, as well as attrition, in public elementary schools. It departs from previous papers by utilizing survival analysis to determine which characteristics of students prolonged participation in the experiment. Clustering analysis is subsequently employed to group departed students to better understand the various channels of attrition present in STAR. It finds that students who left Project STAR were more likely to be of lower income and lower ability than their peers. This paper then uses these findings to estimate the peer effects of attrition on students who remained in the experiment and undertakes a discussion of potential sources of bias in this estimation and their effects on the explanatory power of peer effects estimates.
Professor Robert Garlick, Faculty Advisor
Professor Michelle Connolly, Faculty Advisor
JEL Codes: I, I21, I26, H4, J13
Neighborhood Effects and School Performance: The Impact of Public Housing Demolitions on Children in North Carolina
By Rebecca Aqostino
This study explores how the demolitions of particularly distressed public housing units, through the Home Ownership for People Everywhere (HOPE VI) grants program, have affected academic outcomes for children in adjacent neighborhoods in Durham and Wilmington, North Carolina. I measure neighborhood-level changes and individual effects through regression analysis. All students in demolition communities are compared to those in control communities: census blocks in the same cities with public housing units that were not demolished. Those in the Durham experiment community experienced statistically significant gains when compared to those in the control communities; the effect is insignificant in Wilmington.
Advisor: Charles Becker, Helen Ladd, Marjorie McElroy | JEL Codes: C23, H41, H52, H75, I24, I25 | Tagged: Achievement, Demolitions, Distressed Housing, HOPE VI, Neighborhood Effects, Public Housing, School Performance
