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

Author

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

Abstract

We use a regression discontinuity design to examine students' responses to being placed on academic probation. Consistent with a model of introducing performance standards, we find that being placed on probation at the end of the first year discourages some students from returning to school while improving the GPAs of those who do. We find heterogeneous responses across prior academic performance, gender, and native language, and discuss these results within the context of the model. We also find negative effects on graduation rates, particularly for students with the highest high school grades. (JEL I23, J16)

Suggested Citation

  • 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:aea:aejapp:v:2:y:2010:i:2:p:95-117
    Note: DOI: 10.1257/app.2.2.95
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    More about this item

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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    1. Ability, Gender, and Performance Standards: Evidence from Academic Probation (American Economic Journal: Applied Economics 2010) in ReplicationWiki

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