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An extra year to learn English? Early grade retention and the human capital development of English learners

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  • Figlio, David
  • Özek, Umut

Abstract

In this study, we use microdata from 12 Florida county-level school districts to examine the effects of early grade retention on the short-, medium-, and long-term outcomes of English learners in a regression discontinuity design. We find that retention in the third grade coupled with instructional support substantially improves the English skills of these students, reducing the time to proficiency by half and decreasing the likelihood of taking a remedial English course in middle school by one-third. Grade retention also roughly doubles the likelihood of taking an advanced course in math and science in middle school, and triples the likelihood of taking college credit-bearing courses in high school for English learners. We do not find any adverse effects of the policy on disciplinary problems or absences among English learners.

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  • Figlio, David & Özek, Umut, 2020. "An extra year to learn English? Early grade retention and the human capital development of English learners," Journal of Public Economics, Elsevier, vol. 186(C).
    • Handle: RePEc:eee:pubeco:v:186:y:2020:i:c:s0047272720300487
    DOI: 10.1016/j.jpubeco.2020.104184
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    Cited by:

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    2. Marie C. Hull, 2023. "What divides the first and second generations? Family time of arrival and educational outcomes for immigrant youth," Southern Economic Journal, John Wiley & Sons, vol. 89(3), pages 754-787, January.
    3. Zhang, Shiying & Huang, Ao, 2022. "The long-term effects of automatic grade promotion on child development," China Economic Review, Elsevier, vol. 74(C).

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    More about this item

    Keywords

    Grade retention; English learners; Time to proficiency; Human capital;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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