Hold Back To Move Forward? Early Grade Retention And Student Misbehavior

Umut Ozek ()
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Umut Ozek: American Institutes for Research

Education Finance and Policy, 2015, vol. 10, issue 3, 350-377

Abstract: 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.

Keywords: public education; standardized testing; grade retention; student misconduct; test-based accountability (search for similar items in EconPapers)
JEL-codes: I21 I24 I30 (search for similar items in EconPapers)
Date: 2015
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Citations: View citations in EconPapers (3)

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