This dissertation focuses on the exogenously induced discontinuity that is observed in educational indicators as a result of school-entry age regulations. It has been conducted in response to the research gap in low-and-middle-income countries (LMIC) in terms of school-entry law effects. I present three empirical analyses for Peru based on data sets with information on the exact date of birth-- the 2017 Population Census, the National Household Survey (ENAHO), the National Demographics and Health Survey (ENDES), and the 2010 University Student Census. Discontinuity-based estimates shed light on the school eligibility effects on educational attainment, the effect of preschool attendance on maternal labor supply, and the effect of school-entry laws on college enrollment delay.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/d8-k2pa-fw63 |
| Date | January 2020 |
| Creators | Morales, Melisa Rosa |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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