id: 06260279
dt: j
an: 2014b.00136
au: Ahn, Tom
ti: A regression discontinuity analysis of graduation standards and their
impact on students’ academic trajectories.
so: Econ. Educ. Rev. 38, 64-75 (2014).
py: 2014
pu: Elsevier, Amsterdam
la: EN
cc: C23 C43 D63 C33 D33 H33
ut: exit standards; academic trajectory; regression discontinuity; algebra
ci:
li: doi:10.1016/j.econedurev.2013.11.005
ab: Summary: In 2006, North Carolina put in place high school exit standards
requiring students to pass a series of high-stakes exams across several
years. I use a regression discontinuity (RD) approach to analyze
whether passing or failing one of these exams (Algebra I) impacts a
student’s decision between choosing a more rigorous
college-preparatory math curriculum and an easier ‘career’ track
math curriculum. I find a 5 percentage point gap in the probability of
selecting the rigorous curriculum between 9th grade students who just
passed and those who just failed the exam. RD results across two years
(one year in which the graduation standards were not in place) suggest
that the discontinuity arose due to fewer students opting into the
college track as a result of the exam results.
rv: