ERIC Number: ED527851
Record Type: Non-Journal
Publication Date: 2011-Jun
Abstractor: As Provided
Reference Count: N/A
High-School Exit Examinations and the Schooling Decisions of Teenagers: A Multi-Dimensional Regression-Discontinuity Analysis. NBER Working Paper No. 17112
Papay, John P.; Willett, John B.; Murnane, Richard J.
National Bureau of Economic Research
We ask whether failing one or more of the state-mandated high-school exit examinations affects whether students graduate from high school. Using a new multi-dimensional regression-discontinuity approach, we examine simultaneously scores on mathematics and English language arts tests. Barely passing both examinations, as opposed to failing them, increases the probability that students graduate by 7.6 percentage points. The effects are greater for students scoring near each cutoff than for students further away from them. We explain how the multi-dimensional regression-discontinuity approach provides insights over conventional methods for making causal inferences when multiple variables assign individuals to a range of treatments.
Descriptors: Test Use, Exit Examinations, Scoring, Probability, Inferences, Adolescents, Regression (Statistics), Scores, Mathematics Tests, Language Arts, High School Students, Graduation Requirements, Academic Failure, Graduation, High Stakes Tests, High Schools, Tests
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Evaluative
Education Level: High Schools
Authoring Institution: National Bureau of Economic Research
IES Funded: Yes
Grant or Contract Numbers: R305E100013