High-School Exit Examinations and the Schooling Decisions of Teenagers: A Multi-Dimensional Regression-Discontinuity Analysis. NBER Working Paper No. 17112

Autor/inn/en	Papay, John P.; Willett, John B.; Murnane, Richard J.
Institution	National Bureau of Economic Research
Titel	High-School Exit Examinations and the Schooling Decisions of Teenagers: A Multi-Dimensional Regression-Discontinuity Analysis. NBER Working Paper No. 17112
Quelle	(2011) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Use; Exit Examinations; Scoring; Probability; Inferences; Adolescents; Regression (Statistics); Scores; Mathematics Tests; Language Arts; High School Students; Graduation Requirements; Academic Failure; High Stakes Tests; High Schools + Suchen Sie Ihr Suchwort? Testanwendung; Final examination; Abschlussprüfung; Bewertung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Inference; Inferenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Regression; Regressionsanalyse; Sprachkultur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschlussordnung
Abstract	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. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10