
06260279
j
2014b.00136
Ahn, Tom
A regression discontinuity analysis of graduation standards and their impact on students' academic trajectories.
Econ. Educ. Rev. 38, 6475 (2014).
2014
Elsevier, Amsterdam
EN
C23
C43
D63
C33
D33
H33
exit standards
academic trajectory
regression discontinuity
algebra
doi:10.1016/j.econedurev.2013.11.005
Summary: In 2006, North Carolina put in place high school exit standards requiring students to pass a series of highstakes 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 collegepreparatory 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.