El lado oscuro de la equidad: violencia y equidad en el desempeño escolar<sup />

Vargas, Juan F.; Gamboa, Luis Fernando; García, Viviana

doi:10.13043/dys.74.7

Cited by 4 publications

(2 citation statements)

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“…Some studies have documented the negative effect of the conflict on test scores using instrumental variables (G omez Soler, 2016;Munevar-Meneses et al, 2019), while others have documented average test score improvements in the most violent areas of the F I G U R E 2 Map of FARC Municipalities before the Peace Agreement. Note: Map taken from Foundation Peace and Reconciliation (PARES, 2015) country using the same methodology (Vargas et al, 2014). Attrition caused by human displacement seems to be the main reason why average test scores can improve in violent areas.…”

Section: Methodological Considerations About Existing Evidencementioning

confidence: 99%

“…The negative effect of the Colombian armed conflict on education attainment is well documented in the literature (e.g., Fergusson et al, 2019; Rodriguez & Sanchez, 2012; Wharton & Uwaifo Oyelere, 2011); however, evidence about its negative effect on educational achievement is still inconclusive. Some studies have documented the negative effect of the conflict on test scores using instrumental variables (Gómez Soler, 2016; Munevar‐Meneses et al, 2019), while others have documented average test score improvements in the most violent areas of the country using the same methodology (Vargas et al, 2014). Attrition caused by human displacement seems to be the main reason why average test scores can improve in violent areas.…”

Section: Introductionmentioning

confidence: 99%

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Heterogeneous effects of violence on student achievement: Evidence from Colombia

Grueso

2023

J of Intl Development

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In this paper, I study the causal relationship between violence and human capital accumulation. Due to a power vacuum left in conflict zones of Colombia after the 2016 peace agreement, large spikes in violence were reported in the municipalities of the country dominated by the rebel group FARC. I compare student test scores in municipalities that experienced the increase in violence to the ones that did not, before and after the national peace agreement. I find that a 10% increase in the homicide rate reduces average high school test scores by approximately 0.03 standard deviations. However, this impact is greater in the case of poor students who suffered a reduction of about 0.1 standard deviations per subject area, equivalent to 3.3 percentage points out of the final score. I also consider heterogeneity by gender finding a slightly larger negative impact on female students. This disparate effect on women and on the poorest students adds new evidence to the literature on the effects of armed conflict on learning outcomes.

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Section: Methodological Considerations About Existing Evidencementioning

confidence: 99%