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Modeling the Effects of Grade Retention in High School

Bart Cockx (UGent) , Stijn Baert (UGent) and Matteo Picchio (UGent)
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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

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Citation

Please use this url to cite or link to this publication:

Chicago
Cockx, Bart, Stijn Baert, and Matteo Picchio. 2015. “Modeling the Effects of Grade Retention in High School.” IZA Discussion Paper. Bonn: IZA.
APA
Cockx, B., Baert, S., & Picchio, M. (2015). Modeling the Effects of Grade Retention in High School. IZA discussion paper. Bonn: IZA.
Vancouver
1.
Cockx B, Baert S, Picchio M. Modeling the Effects of Grade Retention in High School. IZA discussion paper. Bonn: IZA; 2015.
MLA
Cockx, Bart, Stijn Baert, and Matteo Picchio. “Modeling the Effects of Grade Retention in High School.” IZA discussion paper 2015 : n. pag. Print.
@misc{8509641,
  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.},
  author       = {Cockx, Bart and Baert, Stijn and Picchio, Matteo},
  language     = {eng},
  publisher    = {IZA},
  series       = {IZA discussion paper},
  title        = {Modeling the Effects of Grade Retention in High School},
  url          = {http://ftp.iza.org/dp9556.pdf},
  volume       = {9556},
  year         = {2015},
}