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Modeling the effects of grade retention in high school
Author(s) -
Cockx Bart,
Picchio Matteo,
Baert Stijn
Publication year - 2018
Publication title -
journal of applied econometrics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.878
H-Index - 99
eISSN - 1099-1255
pISSN - 0883-7252
DOI - 10.1002/jae.2670
Subject(s) - unobservable , grade retention , remedial education , econometrics , retention rate , drop out , set (abstract data type) , contrast (vision) , statistics , economics , demographic economics , mathematics education , mathematics , computer science , academic achievement , computer security , artificial intelligence , programming language
Summary A dynamic discrete‐choice model is set up to estimate the effects of grade retention in high school, both in the short run (end‐of‐year evaluation) and in the long run (drop‐out and delay). In contrast to other evaluation approaches, this model captures essential treatment heterogeneity and controls for grade‐varying unobservable determinants. In addition, forced track downgrading is considered as an alternative remedial measure. Our results indicate that grade retention has a neutral effect on academic achievement in the short run. In the long run, grade retention, just like forced downgrading, has adverse effects on schooling outcomes and, more so, for less able pupils.