Working Paper: CEPR ID: DP7889
Authors: Marco Manacorda
Abstract: This paper uses administrative longitudinal micro data on Junior High school students in Uruguay to measure the effect of grade failure on students? subsequent school outcomes. Exploiting the discontinuity induced by a rule establishing automatic grade failure for pupils with more than three failed subjects, I show that grade failure leads to substantial drop-out and lower educational attainmenteven four to five years after grade failure first occurred.
Keywords: Grade retention; Regression discontinuity; School dropout
JEL Codes: I21; I22; J20
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| dropout rates (I21) | educational attainment (I21) |
| grade failure (A23) | dropout rates (I21) |
| grade failure (A23) | educational attainment (I21) |