Skipping class in college and exam performance: Evidence from a regression discontinuity classroom experiment
AbstractIn this paper we estimate the effect of class attendance on exam performance by implementing a policy in three large economics classes that required students scoring below the median on the midterm exam to attend class. This policy generated a large discontinuity in the rate of post-midterm attendance at the median of the midterm score. We estimate that near the policy threshold, the post-midterm attendance rate was 36 percentage points higher for those students facing compulsory attendance. The discontinuous attendance policy is also associated with a significant difference in performance on the final exam. We estimate that a 10 percentage point increase in a student's overall attendance rate results in a 0.17 standard deviation increase in the final exam score without adversely affecting performance on other classes taken concurrently.
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Bibliographic InfoArticle provided by Elsevier in its journal Economics of Education Review.
Volume (Year): 29 (2010)
Issue (Month): 4 (August)
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Web page: http://www.elsevier.com/locate/econedurev
Class attendance College education Student performance;
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Blog mentionsAs found by EconAcademics.org, the blog aggregator for Economics research:
- Attendance and Grades: Economics of Education Review
by Liam Delaney in Geary Behaviour Centre on 2010-09-17 14:20:00
- Alejandro Cid & José María Cabrera, 2012.
"Joint-Liability vs. Individual Incentives in the Classroom. Lessons from a Field Experiment with Undergraduate Students,"
Documentos de Trabajo/Working Papers
1206, Facultad de Ciencias Empresariales y Economia. Universidad de Montevideo..
- Cid, Alejandro & Cabrera, José María, 2012. "Joint Liability vs. Individual Incentives in the Classroom. Lessons from a Field Experiment with Undergraduate Students," MPRA Paper 39907, University Library of Munich, Germany.
- Swinton, Omari H., 2010. "The effect of effort grading on learning," Economics of Education Review, Elsevier, vol. 29(6), pages 1176-1182, December.
- Barb Bloemhof & John Livernois, 2011. "Making Large Classes Small(er): Assessing the Effectiveness Of a Hybrid Teaching Technology," Working Papers 1111, University of Guelph, Department of Economics and Finance.
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