The Unintended Consequences of Test-Based Remediationt

• 成果类型: Article
• 署名作者: Figlio, David; Ozek, Umut
• 署名单位: University of Rochester; RAND Corporation
• 刊物名称: AMERICAN ECONOMIC JOURNAL-APPLIED ECONOMICS
• ISSN/ISSBN: 1945-7782
• DOI: 10.1257/app.20210037
• 发表日期: 2024
• 页码: 60-89
• 关键词: regression discontinuity design; ability-tracking; student-achievement; grade retention; school; education; teachers; IMPACT; ACCOUNTABILITY; manipulation

摘要

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 Florida policy that places middle school students who score below proficiency cutoff into remedial classes. Students scoring below cutoff receive more educational resources, but they are also placed in classes that are more segregated by race, socioeconomic status, and prior achievement. Increased tracking occurs not only in remedial subject, but in other core subjects. These tracking effects are significantly larger and more likely to persist beyond the year remediation for Black students. (JEL H75, I21, I28, J15)