Working Paper: NBER ID: w16414
Authors: Billie Davis; John Engberg; Dennis N. Epple; Holger Sieg; Ron Zimmer
Abstract: This paper examines the impact of a gifted program on retention in an urban school district using a regression discontinuity design. Gifted programs often employ IQ thresholds for admission, with those above the threshold being admitted. One common problem with the RD design arises if the forcing variable (the IQ score) is manipulated, thus invalidating the standard research design. We proposed a modified RD estimator that deals with manipulation in the forcing variable. Once we properly correct for manipulation of test scores around the cut-off points, we find evidence that the gifted program offered by the district has a positive effect on retention of higher income students.
Keywords: gifted programs; urban education; regression discontinuity design; student retention
JEL Codes: I21
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Participation in the gifted program (I24) | Retention of higher-income students (I23) |
| Subscores (C70) | Participation in the gifted program (I24) |
| Subscores (C70) | Retention of higher-income students (I23) |