In 2002 the Secretary of Education of Bogotá released the Resolution 2101 which aimed at ensuring the whole education cycle of public schools. The purpose of this paper is to evaluate the impact of the mechanisms followed by the implementation of this policy on the dropout rate. The schools had three different mechanisms to achieve the goal of this resolution: to expand grades, to integrate with other schools in the zone, or both. I use instrumental variables to solve the bias caused by the fact that the schools which follow these strategies were the ones with high dropout rates to begin with. Using data about the institutional characteristics and the socio-demographic characteristics of the population near the school, I assess the impact of these different kinds of schemes on dropout rates. The results suggest that the institutions that increased the grades experimented an increased in the number of students that left the school of 12.1 percentage points whereas the institutions that complemented this mechanism by integrating themselves with a pre-existing school in the proximity showed a reduction in the dropout rate of 9.8 percentage points.
