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The Consequences of High School Exit Examinations for Struggling Low-Income Urban Students: Evidence from Massachusetts

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  • John P. Papay
  • Richard J. Murnane
  • John B. Willett

Abstract

The growing prominence of high-stakes exit examinations has made questions about their effects on student outcomes increasingly important. We take advantage of a natural experiment to evaluate the causal effects of failing a high-stakes test on high school completion for the cohort scheduled to graduate from Massachusetts high schools in 2006. With these exit examinations, states divide a continuous performance measure into dichotomous categories, so students with essentially identical performance may have different outcomes. We find that, for low-income urban students on the margin of passing, failing the 10th grade mathematics examination reduces the probability of on-time graduation by eight percentage points. The large majority (89%) of students who fail the 10th grade mathematics examination retake it. However, although we find that low-income urban students are just as likely to retake the test as apparently equally skilled suburban students, they are much less likely to pass this retest. Furthermore, failing the 8th grade mathematics examination reduces by three percentage points the probability that low-income urban students stay in school through 10th grade. We find no effects for suburban students or wealthier urban students.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 14186.

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Date of creation: Jul 2008
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Publication status: published as February 11, 2010, doi: 10.3102/0162373709352530 EDUCATIONAL EVALUATION AND POLICY ANALYSIS March 2010 vol. 32 no. 1 5-23
Handle: RePEc:nbr:nberwo:14186

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  1. Jens Ludwig & Douglas L Miller, 2007. "Does Head Start Improve Children's Life Chances? Evidence from a Regression Discontinuity Design," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 122(1), pages 159-208, 02.
  2. Guido Imbens & Thomas Lemieux, 2007. "Regression Discontinuity Designs: A Guide to Practice," NBER Working Papers 13039, National Bureau of Economic Research, Inc.
  3. Oreopoulos, Philip, 2007. "Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling," Journal of Public Economics, Elsevier, Elsevier, vol. 91(11-12), pages 2213-2229, December.
  4. Thomas S. Dee & Brian A. Jacob, 2006. "Do High School Exit Exams Influence Educational Attainment or Labor Market Performance?," NBER Working Papers 12199, National Bureau of Economic Research, Inc.
  5. Lance Lochner & Enrico Moretti, 2001. "The Effect of Education on Crime: Evidence from Prison Inmates, Arrests, and Self-Reports," NBER Working Papers 8605, National Bureau of Economic Research, Inc.
  6. Hahn, Jinyong & Todd, Petra & Van der Klaauw, Wilbert, 2001. "Identification and Estimation of Treatment Effects with a Regression-Discontinuity Design," Econometrica, Econometric Society, Econometric Society, vol. 69(1), pages 201-09, January.
  7. Eric A. Hanushek & Steven G. Rivkin, 2006. "School Quality and the Black-White Achievement Gap," NBER Working Papers 12651, National Bureau of Economic Research, Inc.
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Cited by:
  1. Dongshu Ou, 2009. "To Leave or Not to Leave? A Regression Discontinuity Analysis of the Impact of Failing the High School Exit Exam," CEP Discussion Papers dp0907, Centre for Economic Performance, LSE.

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