How the Timing of Grade Retention Affects Outcomes: Identification and Estimation of Time-Varying Treatment Effects

Fruehwirth, Jane Cooley; Navarro, Salvador; Takahashi, Yuya

doi:10.1086/686262

Cited by 56 publications

(94 citation statements)

References 32 publications

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“…Our approach fits into the aforementioned FADM and is, hence, most comparable to the work of Fruehwirth et al (2016;henceforth FNT) and Gary-Bobo et al (2016;henceforth GGR). A key assumption in this approach is that unobserved determinants of both treatment and outcomes are assumed to be captured by a low-dimensional set of common causes (FNT,p.…”

Section: Introductionmentioning

confidence: 91%

Modeling the effects of grade retention in high school

Cockx

Picchio

Baert

2018

J of Applied Econometrics

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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.

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Section: Introductionmentioning

confidence: 91%

Modeling the effects of grade retention in high school

Cockx

Picchio

Baert

2018

J of Applied Econometrics

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“…A variety of studies have also found that retention is associated with an increased likelihood of dropping out (Jimerson et al, 2002;Roderick, 1994;Rumberger 1987). Furthermore, one of the primary criticisms of grade retention is that it disrupts a student's peer and cohort group, and potentially affects their socioemotional development (Fruehwirth, Navarro, & Takahashi, 2011;Shepard & Smith, 1990).…”

Section: The Policy and Practice Of Grade Retentionmentioning

confidence: 99%

Evaluating the Impact of National Educational Policy to Reduce Retention and Increase Achievement in Compulsory Education

Barata

Calheiros²,

Patrício³

et al. 2015

The Elementary School Journal

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instituto universitario de lisboa abstractDespite the accumulated evidence that retention is an ineffective and potentially harmful remedial strategy, several countries struggle with high levels of retention in compulsory schooling. This article provides evidence of the impact of the Portuguese national educational policy "Programa Mais Sucesso Escolar" (PMSE) using class size, class composition, and differentiated instruction to reduce student retention and increase achievement. We found that PMSE significantly reduced retention, but had mixed effects on educational achievement, pointing to evidence of grade inflation on teacher-determined measures of achievement. In the discussion, we analyze the implications of these results for policy, practice, and program evaluation research.

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“…Some studies find increases in scores following the introduction of high-stakes testing (Greene & Winters, 2007, Jacob & Lefgren, 2004; however, there is evidence that these effects fade over time (Allen, Chen, Willson, & Hughes, 2009, Schwerdt, West, & Winters, 2017. Other authors find negative net effects on performance (Roderick & Nagaoka, 2005, Fruehwirth, Navarro, & Takahashi, 2016.…”

Section: Introductionmentioning

confidence: 99%

Social Promotion in Primary School: Effects on Grade Progression

Leighton

Souza²,

Straub

2019

Brazilian Review of Econometrics

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<p>This paper evaluates the effect of relaxing promotion criteria in early primary school on grade delay in later years. Exploiting variation in primary school repetition policies across Brazilian municipalities, we find that social promotion in junior primary years reduces grade delay, and that some of this reduction persists through the transition to senior primary school. Cohorts of twelve-year-old students who have been exposed to the social promotion policy since they were seven have almost 5 percentage points fewer members who are delayed a year or more in their studies than do similar cohorts who faced the threat of retention every year. We also find that, when the option is available, students sort across schools in response to the policy in a way consistent with negative selection into social promotion.</p>

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How the Timing of Grade Retention Affects Outcomes: Identification and Estimation of Time-Varying Treatment Effects

Cited by 56 publications

References 32 publications

Modeling the effects of grade retention in high school

Modeling the effects of grade retention in high school

Evaluating the Impact of National Educational Policy to Reduce Retention and Increase Achievement in Compulsory Education

Social Promotion in Primary School: Effects on Grade Progression

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