Modeling the Effects of Grade Retention in High School

Bart Cockx, Stijn Baert and Matteo Picchio

No 2015023, LIDAM Discussion Papers IRES from Université catholique de Louvain, Institut de Recherches Economiques et Sociales (IRES)

Abstract: A dynamic discrete choice model is set up to estimate the effects of grade retention in high school, both in the short- (end-of-year evaluation) and long-run (drop-out and delay). In contrast to regression discontinuity designs, this approach captures treatment heterogeneity and controls for grade-varying unobservable determinants. A method is proposed to deal with initial conditions and with partial observability of the track choices at the start of high school. Forced track downgrading is considered as an alternative remedial measure. In the long-run, grade retention and its alternative have adverse effects on schooling outcomes and, more so, for less able pupils.

Keywords: Education; grade retention; track mobility; dynamic discrete choice models; heterogeneous treatment effects (search for similar items in EconPapers)
JEL-codes: C33 C35 I21 (search for similar items in EconPapers)
Pages: 37
Date: 2015-12-12
New Economics Papers: this item is included in nep-dcm, nep-ecm, nep-edu and nep-ure
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Citations: View citations in EconPapers (2)

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http://sites.uclouvain.be/econ/DP/IRES/2015023.pdf (application/pdf)

Related works:
Journal Article: Modeling the effects of grade retention in high school (2019)
Working Paper: Modeling the Effects of Grade Retention in High School (2017)
Working Paper: Modeling the Effects of Grade Retention in High School (2016)
Working Paper: Modeling the Effects of Grade Retention in High School (2015)
Working Paper: Modeling the Effects of Grade Retention in High School (2015)
Working Paper: MODELING THE EFFECTS OF GRADE RETENTION IN HIGH SCHOOL (2015)
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Persistent link: https://EconPapers.repec.org/RePEc:ctl:louvir:2015023

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