School-entry Eligibility Effects in Developing Countries
By: Melisa Morales
Publisher: [publisher not identified]
Published: 2020
Place of publication: [New York, N.Y.?]
Language: eng
Description: 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.
Notes: Department: Economics and Education.

Thesis advisor: Judith E. Scott-Clayton.

Thesis (Ph.D.)--Columbia University, 2020.