A regression discontinuity analysis of graduation standards and their impact on students’ academic trajectories
AbstractIn 2006, North Carolina put in place high school exit standards requiring students to pass a series of high-stakes exams across several years. I use a regression discontinuity (RD) approach to analyze whether passing or failing one of these exams (Algebra I) impacts a student's decision between choosing a more rigorous college-preparatory math curriculum and an easier ‘career’ track math curriculum. I find a 5 percentage point gap in the probability of selecting the rigorous curriculum between 9th grade students who just passed and those who just failed the exam. RD results across two years (one year in which the graduation standards were not in place) suggest that the discontinuity arose due to fewer students opting into the college track as a result of the exam results.
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Bibliographic InfoArticle provided by Elsevier in its journal Economics of Education Review.
Volume (Year): 38 (2014)
Issue (Month): C ()
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Web page: http://www.elsevier.com/locate/econedurev
Exit standards; Academic trajectory; Regression discontinuity;
Find related papers by JEL classification:
- I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
- J48 - Labor and Demographic Economics - - Particular Labor Markets - - - Particular Labor Markets; Public Policy
- J62 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers - - - Job, Occupational and Intergenerational Mobility; Promotion
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