Focused Interventions and Test Score Fade-Out

• 成果类型: Article
• 署名作者: Gilraine, Michael; Penney, Jeffrey
• 署名单位: Simon Fraser University; University of Alberta
• 刊物名称: REVIEW OF ECONOMICS AND STATISTICS
• ISSN/ISSBN: 0034-6535
• DOI: 10.1162/rest_a_01299
• 发表日期: 2025-03
• 页码: 570-579
• 关键词: regression discontinuity designs; persistence; inference; school

摘要

An administrative rule in North Carolina allowed students who failed an exam to retake it approximately two weeks later, triggering a brief yet intense test preparation period. We develop a structural model that accounts for selection and find that these students score much higher on the retest. Using a regression discontinuity design, we find substantial fade-out of the test score gains after one year but some persistence thereafter. Unlike other interventions that produce similar initial increases in performance, we do not observe benefits to long-term outcomes. Our findings highlight that persistence should be accounted for when comparing educational interventions.