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Ability, Gender, and Performance Standards: Evidence from Academic Probation

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  • Jason M. Lindo
  • Nicholas J. Sanders
  • Philip Oreopoulos

Abstract

We use a regression discontinuity design to examine students' responses to the negative incentive brought on by being placed on academic probation. Consistent with a model of introducing performance standards in which agents respond differently based on ability, we find that being placed on probation at the end of the first year discourages some students from returning to school while improving the performance of those who return. Contrary to the predictions of the model when ability is known, we find that heterogeneous discouragement effects result in high ability students having a greater overall dropout rate near the cutoff than lower ability students. The result can be explained by extending the model to allow for the performance standard to also affect self confidence (ability expectations). We also consider effects by gender and find that being placed on probation more than doubles the probability that men drop out but has no such discouragement effect for women.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 14261.

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Date of creation: Aug 2008
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Publication status: published as Jason M. Lindo & Nicholas J. Sanders & Philip Oreopoulos, 2010. "Ability, Gender, and Performance Standards: Evidence from Academic Probation," American Economic Journal: Applied Economics, American Economic Association, vol. 2(2), pages 95-117, April.
Handle: RePEc:nbr:nberwo:14261

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Cited by:
  1. Louis-Philippe Morin, 2013. "Do Men and Women Respond Differently to Competition? Evidence from a Major Education Reform," Working Papers E1305E, University of Ottawa, Department of Economics.
  2. Jason M. Lindo & Isaac D. Swensen & Glen R. Waddell, 2012. "Are Big-Time Sports a Threat to Student Achievement?," American Economic Journal: Applied Economics, American Economic Association, vol. 4(4), pages 254-74, October.
  3. Barua, Rashmi & Vidal-Fernández, Marian, 2012. "No Pass No Drive: Education and Allocation of Time," IZA Discussion Papers 6464, Institute for the Study of Labor (IZA).

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