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KIs grade repetition one of the causes of early school dropout? Evidence from Senegalese primary schools

  • Pierre André


    (THEMA, Universite de Cergy-Pontoise and THEMA)

This paper investigates the connection between grade repetition and school outcomes. It uses the fact that pupils need to meet class-specific standards to pass to the next grade. It measures the differences in the link between learning achievement and grade repetition between classes with different requirements to pass to the next grade. This double difference identifies the effect of grade repetition. The results show a negative effect of the grade repetition decision on the probability to be enrolled at school the next year, and on the probability to start secondary school. Despite this mechanism, pupils from schools with tough grade repetition policies are on average more likely to be enrolled during the follow-up survey and to start secondary school. These schools do not seem to be located in particularly favorable places for this. This emphasizes that grade repetition policies might have other consequences than affecting repeating pupils.

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Paper provided by THEMA (THéorie Economique, Modélisation et Applications), Université de Cergy-Pontoise in its series THEMA Working Papers with number 2012-47.

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Date of creation: 2012
Date of revision:
Handle: RePEc:ema:worpap:2012-47
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  1. Marco Manacorda, 2008. "The Cost of Grade Retention," CEP Discussion Papers dp0878, Centre for Economic Performance, LSE.
  2. J. Dominitz & C. F. Manski, . "Eliciting student expectations of the returns to schooling," Institute for Research on Poverty Discussion Papers 1049-94, University of Wisconsin Institute for Research on Poverty.
  3. Joshua D. Angrist & Kevin Lang, 2004. "Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program," American Economic Review, American Economic Association, vol. 94(5), pages 1613-1634, December.
  4. Esther Duflo, 2001. "Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment," American Economic Review, American Economic Association, vol. 91(4), pages 795-813, September.
  5. Gary Chamberlain, 1980. "Analysis of Covariance with Qualitative Data," Review of Economic Studies, Oxford University Press, vol. 47(1), pages 225-238.
  6. King, Elizabeth M. & Orazem, Peter F. & Paterno, Elizabeth M., 2008. "Promotion with and without learning : effects on student enrollment and dropout behavior," Policy Research Working Paper Series 4722, The World Bank.
  7. Manski, C.F., 1991. "Identification of Endogenous Social Effects: the Reflection Problem," Working papers 9127, Wisconsin Madison - Social Systems.
  8. Brian A. Jacob & Lars Lefgren, 2002. "Remedial Education and Student Achievement: A Regression-Discontinuity Analysis," NBER Working Papers 8918, National Bureau of Economic Research, Inc.
  9. Jacob, Brian A., 2005. "Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools," Journal of Public Economics, Elsevier, vol. 89(5-6), pages 761-796, June.
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