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ERIC Number: ED465007
Record Type: Non-Journal
Publication Date: 2001-Sep
Pages: 58
Abstractor: N/A
Remedial Education and Student Achievement: A Regression-Discontinuity Analysis.
Jacob, Brian A.; Lefgren, Lars
This study used a regression discontinuity design to examine the causal effect of summer school and grade retention on student achievement. In 1996, the Chicago Public Schools instituted an accountability policy that tied summer school attendance and promotional decisions to performance on standardized tests, which created a highly non-linear relationship between current achievement and probability of attending summer school or being retained. This study used the exogenous variation generated by the decision rule to identify the impact of these remedial programs. It utilized Chicago Public School data on test scores, demographics, bilingual and special education status, and residential and school mobility. Students in grades 3-6 were followed for 5 years. Results showed that summer school increased academic achievement in reading and mathematics and that these positive effects remained substantial at least 2 years following completion of the program. In contrast to prior studies, retention had no negative consequences on the academic achievement of students retained in third grade and in fact may have increased short-term performance. The impact of retention on older students was mixed, with no impact on math and a negative effect on reading. (Contains 7 figures, 9 tables, and 34 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED511782