The Effect of Extra Funding for Disadvantaged Pupils on Achievement
评估荷兰两项针对弱势学生的补贴政策效果，利用70%门槛的回归断点设计，发现人员补贴效果不显著，计算机补贴甚至有负面效应，并探讨了这些反直觉结果的可能原因。
This paper evaluates the effects of two subsidies targeted at disadvantaged pupils in the Netherlands. The first scheme gives primary schools with at least 70 percent minority pupils extra funding for personnel. The second scheme gives primary schools with at least 70 percent pupils from different disadvantaged groups extra funding for computers and software. The cutoffs at 70 percent provide a regression discontinuity design which we exploit in a local difference-in-differences framework. For both subsidies we find negative point estimates. For the personnel subsidy these are in most cases not significantly different from zero. For the computer subsidy we find more evidence of negative effects. We discuss several explanations for these counterintuitive results.