Chapter two studies determinants of school choice in Amsterdam. Contrasting to a popular argument on school choice, quality indicators are not consistent predictors of school choice. Instead, students prefer schools close to their home, and appear to prefer schools that many of their former classmates choose.
Chapter three investigates the impact of losing a school admission lottery on achievement. It turns out that lottery-losing students are educated in schools with less advantaged peers. Yet, losing an admission lottery does not harm students' academic achievement after four years of secondary education.
Chapter four studies the causal effects of Montessori education by using school admission lotteries. On both academic and socio-emotional outcomes, the results show that Montessori education provides an alternative route towards similar student outcomes.
Chapter five investigates whether the presence of students with special needs in regular education classrooms affects the academic achievement of their classmates. Three empirical strategies yield consistent results: in a context with substantial additional funding, inclusive education does not help or harm the academic achievement of regular students.
Series: TIER research series VI
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