Remedial education and student achievement: A regression-discontinuity analysis
Remedial education and student achievement: A regression-discontinuity analysis
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DOI：
10.1162/003465304323023778
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发表时间：
2004-02-01
影响因子：
8
通讯作者：
Lefgren, L
中科院分区：
文献类型：
--
作者：
Jacob, BA;Lefgren, L
随着标准和问责制成为教育领域日益突出的特征，教育工作者更多地依赖暑期学校和成绩保留等补习计划来帮助成绩不佳的学生达到最低学术标准。然而，有关此类计划有效性的证据参差不齐，而且先前的研究也存在选择偏差。然而，芝加哥最近的学校改革努力提供了一个机会来研究这些补习教育计划的因果影响。 1996年，芝加哥公立学校制定了一项问责政策，将暑期学校和晋升决策与标准化考试的表现挂钩，这导致当前成绩与参加暑期学校或被保留的可能性之间存在高度非线性关系。使用断点回归设计，我们发现这些计划的净效果是大幅提高三年级学生的学业成绩，但不是六年级学生。此外，与传统观点和先前的研究相反，我们发现保留可以提高三年级学生的成绩，而对六年级学生的数学成绩几乎没有影响。
As standards and accountability have become increasingly prominent features of the educational landscape, educators have relied more on remedial programs such as summer school and grade retention to help low-achieving students meet minimum academic standards. Yet the evidence on the effectiveness of such programs is mixed, and prior research suffers from selection bias. However, recent school reform efforts in Chicago provide an opportunity to examine the causal impact of these remedial education programs. In 1996, the Chicago Public Schools instituted an accountability policy that tied summer school and promotional decisions to performance on standardized tests, which resulted in a highly nonlinear relationship between current achievement and the probability of attending summer school or being retained. Using a regression discontinuity design, we find that the net effect of these programs was to substantially increase academic achievement among third-graders, but not sixth-graders. In addition, contrary to conventional wisdom and prior research, we find that retention increases achievement for third-grade students and has little effect on math achievement for sixth-grade students.