High-School Exit Examinations and the Schooling Decisions of Teenagers: A Multi-Dimensional Regression-Discontinuity Analysis

John P. Papay, John B. Willett and Richard Murnane

No 17112, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: We ask whether failing one or more of the state-mandated high-school exit examinations affects whether students graduate from high school. Using a new multi-dimensional regression-discontinuity approach, we examine simultaneously scores on mathematics and English language arts tests. Barely passing both examinations, as opposed to failing them, increases the probability that students graduate by 7.6 percentage points. The effects are greater for students scoring near each cutoff than for students further away from them. We explain how the multi-dimensional regression-discontinuity approach provides insights over conventional methods for making causal inferences when multiple variables assign individuals to a range of treatments.

JEL-codes: C10 C14 I20 I21 I28 J24 (search for similar items in EconPapers)
Date: 2011-06
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
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