Working Paper: NBER ID: w30831
Authors: David N. Figlio; Umut Zek
Abstract: School systems around the world use achievement tests to assign students to schools, classes, and instructional resources, including remediation. Using a regression discontinuity design, we study a Florida policy that places middle school students who score below a proficiency cutoff into remedial classes. Students scoring below the cutoff receive more educational resources, but they are also placed in classes that are more segregated by race, socio-economic status, and prior achievement. Increased tracking occurs not only in the remedial subject, but also in other core subjects. These tracking effects are significantly larger and more likely to persist beyond the year of remediation for Black students.
Keywords: test-based remediation; educational equity; tracking; segregation
JEL Codes: I21; I24; I28
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Scoring below the proficiency cutoff (C24) | Assigned to remedial classes (Y40) |
| Assigned to remedial classes (Y40) | Increased exposure to additional educational resources (I24) |
| Assigned to remedial classes (Y40) | Segregation into classrooms with lower-achieving peers (I24) |
| Segregation into classrooms with lower-achieving peers (I24) | Reduced likelihood of taking advanced courses in ELA (I24) |
| Segregation into classrooms with lower-achieving peers (I24) | Reduced likelihood of taking advanced courses in math (A21) |
| Segregation into classrooms with lower-achieving peers (I24) | Reduced likelihood of taking advanced courses in science (A21) |
| Segregation into classrooms with lower-achieving peers (I24) | Reduced likelihood of taking advanced courses in social studies (I24) |
| Scoring below the proficiency cutoff (C24) | Segregation into classrooms with lower-achieving peers (I24) |
| Scoring below the cutoff in reading (C24) | Long-term negative impact on educational trajectories for Black students (I24) |
| Scoring below the cutoff in reading (C24) | Segregation into classrooms with lower-achieving peers (I24) |
| Remediation policy (Q52) | Increased segregation (J79) |
| Remediation policy (Q52) | Reduced opportunities for affected students (I24) |