Going to a Better School: Effects and Behavioral Responses
利用罗马尼亚中学系统的回归断点设计，发现进入更高成就学校的学生在毕业考试中表现更好，但同时也引发教师偏好高成就学生、学生感到边缘化、家长减少努力等行为反应。
This paper applies a regression discontinuity design to the Romanian secondary school system, generating two findings. First, students who have access to higher achievement schools perform better in a (high stakes) graduation test. Second, the stratification of schools by quality in general, and the opportunity to attend a better school in particular, result in significant behavioral responses: (i) teachers sort in a manner consistent with a preference for higher achieving students; (ii) children who make it into more selective schools realize they are relatively weaker and feel marginalized; (iii) parents reduce effort when their children attend a better school.