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The Cost of Grade Retention

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  • Marco Manacorda

Abstract

This paper uses administrative longitudinal micro data on the universe of Junior High school students in Uruguay to measure the effect of grade failure on students' subsequent school outcomes. Exploiting the discontinuity induced by a rule establishing automatic grade failure for pupils missing more than 25 days, I show that grade failure leads to substantial drop-out and lower educational attainment even after 4 to 5 years since the time when failure first occurred. Complementary evidence based on a change in the regime of grade promotion leads to very similar conclusions, suggesting that non-random sorting around the discontinuity point is unlikely to drive my results.

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Bibliographic Info

Paper provided by Centre for Economic Performance, LSE in its series CEP Discussion Papers with number dp0878.

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Date of creation: Jul 2008
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Handle: RePEc:cep:cepdps:dp0878

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Web page: http://cep.lse.ac.uk/_new/publications/series.asp?prog=CEP

Related research

Keywords: grade retention; school drop-out; regression discontinuity; sorting;

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References

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Citations

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Cited by:
  1. Goux, Dominique & Gurgand, Marc & Maurin, Eric, 2014. "Adjusting Your Dreams? The Effect of School and Peers on Dropout Behaviour," IZA Discussion Papers 7948, Institute for the Study of Labor (IZA).
  2. Gianfranco DE SIMONE, 2012. "Render unto primary the things which are primary's. Inherited and fresh learning divides in Italian lower secondary education," Departmental Working Papers 2012-14, Department of Economics, Management and Quantitative Methods at Università degli Studi di Milano.
  3. Alet, Elodie & Bonnal, Liliane & Favard, Pascal, 2012. "Repetition: Medicine for a Short-Run Remission," TSE Working Papers 27240, Toulouse School of Economics (TSE).
  4. Schwerdt, Guido & West, Martin R., 2013. "The Effects of Test-based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida," IZA Discussion Papers 7314, Institute for the Study of Labor (IZA).
  5. Keslair, Francois & Maurin, Eric & McNally, Sandra, 2011. "Every Child Matters? An Evaluation of "Special Educational Needs" Programmes in England," IZA Discussion Papers 6069, Institute for the Study of Labor (IZA).
  6. Foureaux Koppensteiner, Martin, 2014. "Automatic grade promotion and student performance: Evidence from Brazil," Journal of Development Economics, Elsevier, vol. 107(C), pages 277-290.
  7. Martina ZWEIMULLER, 2013. "The Effects of School Entry Laws on Educational Attainment and Starting Wages in an Early Tracking System," Annales d'Economie et de Statistique, ENSAE, issue 111-112, pages 6.
  8. André, Pierre, 2009. "Is grade repetition one of the causes of early school dropout? :Evidence from Senegalese primary schools," MPRA Paper 25665, University Library of Munich, Germany.
  9. Antonio Ciccone & Walter Garcia-Fontes, 2014. "Gender peer effects in school, a birth cohort approach," Economics Working Papers 1424, Department of Economics and Business, Universitat Pompeu Fabra.
  10. Antonio Chiccone & Walter Garcia-Fontes, 2014. "Gender Peer Effects in School, a Birth Cohort Approach," Working Papers 2014-07, FEDEA.
  11. Gertler, Paul & Patrinos, Harry & Rubio-Codina, Marta, 2008. "Empowering parents to improve education : evidence from rural Mexico," Policy Research Working Paper Series 3935, The World Bank.

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