Show simple item record

dc.contributor.authorSchwerdt, Guidoen_US
dc.contributor.authorWest, Martin R.en_US
dc.contributor.authorWinters, Marcus A.en_US
dc.date.accessioned2018-02-13T21:02:33Z
dc.date.available2018-02-13T21:02:33Z
dc.date.issued2017-08-01
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000407184700013&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e74115fe3da270499c3d65c9b17d654
dc.identifier.citationGuido Schwerdt, Martin R West, Marcus A Winters. 2017. "The effects of test-based retention on student outcomes over time: Regression discontinuity evidence from Florida." JOURNAL OF PUBLIC ECONOMICS, Volume 152, pp. 154 - 169 (16).
dc.identifier.issn0047-2727
dc.identifier.urihttps://hdl.handle.net/2144/27018
dc.description.abstractMany American states require that students lacking basic reading proficiency after third grade be retained and remediated. We exploit a discontinuity in retention probabilities under Florida's test-based promotion policy to study its effects on student outcomes through high school. We find large positive effects on achievement that fade out entirely when retained students are compared to their same-age peers, but remain substantial through grade 10 when compared to students in the same grade. Being retained in third grade due to missing the promotion standard increases students' grade point averages and leads them to take fewer remedial courses in high school but has no effect on their probability of graduating.en_US
dc.description.sponsorshipWe are grateful to the Florida Department of Education for providing the primary dataset for this study. We thank Stefan Bauernschuster, Matthew Chingos, Andrew Ho, Paul Peterson, Ludger Woessmann, and the seminar participants at the National Bureau of Economic Research, Harvard University, the Ifo Institute, Mathematica Policy Research, Stanford University, the European Economic Association Meeting in Gothenburg, the European Association of Labour Economists Meeting in Turin and the Swedish Institute for Social Research for helpful comments. The Helios Education Foundation provided financial support for this research. The views contained herein are not necessarily those of the Helios Education Foundation. Any errors are our own. (Helios Education Foundation)en_US
dc.description.urihttp://sites.bu.edu/marcuswinters/files/2017/09/NBER-Grade-Retention.pdf
dc.description.urihttp://sites.bu.edu/marcuswinters/files/2017/09/NBER-Grade-Retention.pdf
dc.format.extent154 - 169 (16)en_US
dc.languageEnglish
dc.publisherELSEVIER SCIENCE SAen_US
dc.relation.ispartofJOURNAL OF PUBLIC ECONOMICS
dc.subjectSocial sciencesen_US
dc.subjectEconomicsen_US
dc.subjectBusiness & economicsen_US
dc.subjectEducational productionen_US
dc.subjectPublic schoolsen_US
dc.subjectGrade retentionen_US
dc.subjectHigh schoolen_US
dc.subjectPromotion policyen_US
dc.subjectAchievementen_US
dc.subjectApplied economicsen_US
dc.subjectFloridaen_US
dc.titleThe effects of test-based retention on student outcomes over time: Regression discontinuity evidence from Floridaen_US
dc.typeArticleen_US
dc.description.versionAccepted manuscripten_US
dc.identifier.doi10.1016/j.jpubeco.2017.06.004
pubs.elements-sourceweb-of-scienceen_US
pubs.notesEmbargo: Not knownen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, School of Educationen_US
pubs.publication-statusPublisheden_US


This item appears in the following Collection(s)

Show simple item record