The Unintended Consequences of Test-Based Remediation

David Figlio and Umut Özek

No 30831, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: School systems around the world use achievement tests to assign students to schools, classes, and instructional resources, including remediation. Using a regression discontinuity design, we study a Florida policy that places middle school students who score below a proficiency cutoff into remedial classes. Students scoring below the cutoff receive more educational resources, but they are also placed in classes that are more segregated by race, socio-economic status, and prior achievement. Increased tracking occurs not only in the remedial subject, but also in other core subjects. These tracking effects are significantly larger and more likely to persist beyond the year of remediation for Black students.

JEL-codes: I21 I24 I28 (search for similar items in EconPapers)
Date: 2023-01
New Economics Papers: this item is included in nep-edu and nep-ure
Note: CH ED LS
References: Add references at CitEc
Citations:

Published as David Figlio & Umut Ozek, 2024. "The Unintended Consequences of Test-Based Remediation," American Economic Journal: Applied Economics, vol 16(1), pages 60-89.

Downloads: (external link)
http://www.nber.org/papers/w30831.pdf (application/pdf)

Related works:
Journal Article: The Unintended Consequences of Test-Based Remediation (2024)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nbr:nberwo:30831

Ordering information: This working paper can be ordered from
http://www.nber.org/papers/w30831

Access Statistics for this paper

More papers in NBER Working Papers from National Bureau of Economic Research, Inc National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.. Contact information at EDIRC.
Bibliographic data for series maintained by ().