Hold Back To Move Forward? Early Grade Retention And Student Misbehavior
Hold Back To Move Forward? Early Grade Retention And Student Misbehavior
复制标题
停下来继续前进？
DOI：
--
复制
发表时间：
2015
影响因子：
2.1
通讯作者：
Umut Özek
中科院分区：
文献类型：
--
作者：
Umut Özek
在过去的十年里，基于考试的责任制已经成为公共教育中的新常态。在全国的许多州和学区，学生在标准化考试中的表现在高风险的决定中发挥着重要作用，比如保持成绩。这项研究考察了年级保持对佛罗里达州学生不当行为的影响，佛罗里达州要求阅读技能低于年级水平的学生被保留到三年级。回归不连续性估计表明，职系保留在短期内增加了纪律事件和停职的可能性，但随着时间的推移，这些影响会消失。研究结果还表明，这些短期不利影响集中在经济上有困难的学生和男学生中。
Test-based accountability has become the new norm in public education over the last decade. In many states and school districts nationwide, student performance on standardized tests plays an important role in high-stakes decisions, such as grade retention. This study examines the effects of grade retention on student misbehavior in Florida, which requires students with reading skills below grade level to be retained in the third grade. The regression discontinuity estimates suggest that grade retention increases the likelihood of disciplinary incidents and suspensions in the short run, yet these effects dissipate over time. The findings also suggest that these short-term adverse effects are concentrated among economically disadvantaged and male students.
随着时间的推移，基于测试的保留对学生成绩的影响：来自佛罗里达州的回归不连续性证据
DOI：
10.1016/j.jpubeco.2017.06.004
发表时间：
2017
期刊：
NBER Working Paper Series
影响因子：
--
作者：
Schwerdt;Winters
通讯作者：
Winters