scholarly journals The Effect of Grade Retention on Adult Crime: Evidence from a Test-Based Promotion Policy

2021 ◽  
Author(s):  
Ozkan Eren ◽  
Michael F. Lovenheim ◽  
H. Naci Mocan
Keyword(s):  
Grade Retention ◽  
Promotion Policy ◽  
Adult Crime

scholarly journals The Effect of Grade Retention on Adult Crime: Evidence from a Test-Based Promotion Policy

2018 ◽  
Author(s):  
Ozkan Eren ◽  
Michael Lovenheim ◽  
Naci Mocan
Keyword(s):  
Grade Retention ◽  
Promotion Policy ◽  
Adult Crime

scholarly journals The Effect of Grade Retention on Adult Crime: Evidence from a Test-Based Promotion Policy

2020 ◽  
Author(s):  
Ozkan Eren ◽  
Michael Lovenheim ◽  
Naci H. Mocan
Keyword(s):  
Grade Retention ◽  
Promotion Policy ◽  
Adult Crime

scholarly journals Revisiting Grade Retention: An Evaluation of Florida's Test-Based Promotion Policy

2007 ◽  
Vol 2 (4) ◽  
pp. 319-340 ◽  
Author(s):  
Jay P. Greene ◽  
Marcus A. Winters
Keyword(s):  
New York ◽  
Public School ◽  
Grade Retention ◽  
School Students ◽  
Public School Students ◽  
Promotion Policy ◽  
Individual Level ◽  
Retained Students ◽  
Level Data ◽  
The Impact

In 2002, Florida adopted a test-based promotion policy in the third grade in an attempt to end social promotion. Similar policies are currently operating in Texas, New York City, and Chicago and affect at least 17 percent of public school students nationwide. Using individual-level data on the universe of public school students in Florida, we analyze the impact of grade retention on student proficiency in reading one and two years after the retention decision. We use an instrumental variable (IV) approach made available by the relatively objective nature of Florida's policy. Our findings suggest that retained students slightly outperformed socially promoted students in reading in the first year after retention, and these gains increased substantially in the second year. Results were robust across two distinct IV comparisons: an across-year approach comparing students who were essentially separated by the year in which they happened to have been born, and a regression discontinuity design.

scholarly journals The Effect of Grade Retention on High School Completion

2009 ◽  
Vol 1 (3) ◽  
pp. 33-58 ◽  
Author(s):  
Brian A Jacob ◽  
Lars Lefgren
Keyword(s):  
High School ◽  
School Districts ◽  
Grade Retention ◽  
High School Completion ◽  
Drop Out ◽  
Promotion Policy ◽  
School Completion ◽  
Low Achieving Students ◽  
Eighth Grade Students ◽  
Causal Impact

Low-achieving students in many school districts are retained in a grade to allow them to gain the academic or social skills that teachers believe are necessary to succeed academically. In this paper, we use plausibly exogenous variation in retention generated by a test-based promotion policy to assess the causal impact of grade retention on high school completion. We find that retention among younger students does not affect the likelihood of high school completion, but that retaining low-achieving eighth grade students in elementary school substantially increases the probability that these students will drop out of high school. (JEL I21, J13)

Same Old, Same Old? Students’ Experiences of Grade Retention under Chicago’s Ending Social Promotion Policy

2007 ◽  
Vol 113 (4) ◽  
pp. 605-634 ◽  
Author(s):  
Susan Stone ◽  
Mimi Engel
Keyword(s):  
Grade Retention ◽  
Social Promotion ◽  
Promotion Policy

Highlights of research on grade retention

1990 ◽  
Keyword(s):  
Grade Retention

Examining the Effects of Early Versus Later Grade Retention

2006 ◽  
Author(s):  
Benjamin Silberglitt ◽  
Shane R. Jimerson ◽  
Matthew K. Burns ◽  
James J. Appleton
Keyword(s):  
Grade Retention

A Study on the Direction of Horse-related Festivals according to the Horse Industry Promotion Policy

2018 ◽  
Vol 14 (1) ◽  
pp. 195-214
Author(s):  
Chang Youl Shin
Keyword(s):  
Promotion Policy ◽  
Horse Industry
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