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Retaking In High Stakes Exams: Is Less More?

Author

Listed:
  • Kala Krishna
  • Sergey Lychagin
  • Veronica Frisancho

Abstract

Placement, both in university and in the civil service, according to performance in competitive exams is the norm in much of the world. Repeat taking of such exams is common despite the private and social costs it imposes. We develop and estimate a structural model of exam retaking using data from Turkey's university placement exam. Limiting retaking results in all agents gaining ex ante and most gaining ex post. This result comes from a general equilibrium effect: Retakers crowd the market and impose negative spillovers on others by raising acceptance cutoffs.

Suggested Citation

  • Kala Krishna & Sergey Lychagin & Veronica Frisancho, 2018. "Retaking In High Stakes Exams: Is Less More?," International Economic Review, Department of Economics, University of Pennsylvania and Osaka University Institute of Social and Economic Research Association, vol. 59(2), pages 449-477, May.
  • Handle: RePEc:wly:iecrev:v:59:y:2018:i:2:p:449-477
    DOI: 10.1111/iere.12276
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    References listed on IDEAS

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    8. Saygin, Perihan Ozge, 2012. "Gender Differences in College Applications: Evidence from the Centralized System in Turkey," Working Papers 12-21, University of Mannheim, Department of Economics.
    9. Frisancho, Veronica & Krishna, Kala & Lychagin, Sergey & Yavas, Cemile, 2016. "Better luck next time: Learning through retaking," Journal of Economic Behavior & Organization, Elsevier, vol. 125(C), pages 120-135.
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    Cited by:

    1. Joshua Goodman & Oded Gurantz & Jonathan Smith, 2020. "Take Two! SAT Retaking and College Enrollment Gaps," American Economic Journal: Economic Policy, American Economic Association, vol. 12(2), pages 115-158, May.
    2. Caner, Asena & Demirel, Merve & Okten, Cagla, 2019. "Attainment and Gender Equality in Higher Education: Evidence from a Large Scale Expansion," IZA Discussion Papers 12711, Institute of Labor Economics (IZA).

    More about this item

    JEL classification:

    • C35 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Discrete Regression and Qualitative Choice Models; Discrete Regressors; Proportions
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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