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Disrupted Schooling: Impacts on Achievement from the Chilean School Occupations. CEP Discussion Paper No. 1696

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Title: Disrupted Schooling: Impacts on Achievement from the Chilean School Occupations. CEP Discussion Paper No. 1696
Language: English
Authors: Montebruno, Piero, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Source: Centre for Economic Performance. 2020.
Availability: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Peer Reviewed: N
Page Count: 69
Publication Date: 2020
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Grade 10
High Schools
Descriptors: Academic Achievement, Activism, Social Action, Violence, Police, Police School Relationship, Attribution Theory, Standardized Tests, Foreign Countries, Correlation, Human Capital, Attendance, Educational Attainment, Time Factors (Learning), Value Added Models, Grade 4, Grade 8, Grade 10, Elementary School Students, Secondary School Students, Outcomes of Education, Educational Trends, Trend Analysis
Geographic Terms: Chile
ISSN: 2042-2695
Abstract: Disrupted schooling can heavily impact the amount of education pupils receive. Starting in early June of 2011 a huge social outburst of pupil protests, walk-outs, riots and school occupations called the Chilean Winter caused more than 8 million of lost school days. Within a matter of days, riots reached the national level with hundreds of thousands of pupils occupying schools, marching on the streets and demanding better education. Exploiting a police report on occupied schools in Santiago, I assess the effect of reduced school attendance in the context of schools occupations on pupils' cognitive achievement. This paper investigates whether or not there is a causal relationship between the protests and school occupations and the standardised test performance of those pupils whose schools were occupied.
Abstractor: As Provided
Entry Date: 2020
Accession Number: ED607002
Database: ERIC
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  Data: Disrupted Schooling: Impacts on Achievement from the Chilean School Occupations. CEP Discussion Paper No. 1696
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  Data: <searchLink fieldCode="AR" term="%22Montebruno%2C+Piero%22">Montebruno, Piero</searchLink><br /><searchLink fieldCode="AR" term="%22London+School+of+Economics+and+Political+Science+%28United+Kingdom%29%2C+Centre+for+Economic+Performance+%28CEP%29%22">London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)</searchLink>
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  Data: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
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  Data: 69
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Activism%22">Activism</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Action%22">Social Action</searchLink><br /><searchLink fieldCode="DE" term="%22Violence%22">Violence</searchLink><br /><searchLink fieldCode="DE" term="%22Police%22">Police</searchLink><br /><searchLink fieldCode="DE" term="%22Police+School+Relationship%22">Police School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Attribution+Theory%22">Attribution Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Capital%22">Human Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Added+Models%22">Value Added Models</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+Analysis%22">Trend Analysis</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2042-2695
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Disrupted schooling can heavily impact the amount of education pupils receive. Starting in early June of 2011 a huge social outburst of pupil protests, walk-outs, riots and school occupations called the Chilean Winter caused more than 8 million of lost school days. Within a matter of days, riots reached the national level with hundreds of thousands of pupils occupying schools, marching on the streets and demanding better education. Exploiting a police report on occupied schools in Santiago, I assess the effect of reduced school attendance in the context of schools occupations on pupils' cognitive achievement. This paper investigates whether or not there is a causal relationship between the protests and school occupations and the standardised test performance of those pupils whose schools were occupied.
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  Data: 2020
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  Data: ED607002
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 69
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Activism
        Type: general
      – SubjectFull: Social Action
        Type: general
      – SubjectFull: Violence
        Type: general
      – SubjectFull: Police
        Type: general
      – SubjectFull: Police School Relationship
        Type: general
      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Human Capital
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Time Factors (Learning)
        Type: general
      – SubjectFull: Value Added Models
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Trend Analysis
        Type: general
      – SubjectFull: Chile
        Type: general
    Titles:
      – TitleFull: Disrupted Schooling: Impacts on Achievement from the Chilean School Occupations. CEP Discussion Paper No. 1696
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