Working Paper: NBER ID: w21509
Authors: Guido Schwerdt; Martin R. West; Marcus A. Winters
Abstract: Many 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.
Keywords: test-based retention; student outcomes; Florida; regression discontinuity
JEL Codes: H52; I21; I28
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Retention (Y60) | Reading Achievement (I24) |
| Retention (Y60) | Math Achievement (C02) |
| Retention (Y60) | GPA (C00) |
| Retention (Y60) | Number of Remedial Courses (C29) |
| Retention (Y60) | High School Graduation Delay (I21) |
| Retention (Y60) | Subsequent Grade Retention (I21) |