The Unintended Consequences of Test-Based Remediation. Working Paper 30831

Autor/inn/en	Figlio, David N.; Özek, Umut
Institution	National Bureau of Economic Research (NBER)
Titel	The Unintended Consequences of Test-Based Remediation. Working Paper 30831
Quelle	(2023) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Remedial Instruction; Middle School Students; Academic Achievement; Student Evaluation; Achievement Tests; Educational Discrimination; Track System (Education); African American Students; Florida + Suchen Sie Ihr Suchwort? Förderkurs; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Schulnote; Studentische Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leistungsgruppe; Leistungsdifferenzierung; African Americans; Afroamerikaner; Studentin
Abstract	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 a Florida policy that places middle school students who score below a proficiency cutoff into remedial classes. Students scoring below the cutoff receive more educational resources, but they are also placed in classes that are more segregated by race, socio-economic status, and prior achievement. Increased tracking occurs not only in the remedial subject, but also in other core subjects. These tracking effects are significantly larger and more likely to persist beyond the year of remediation for Black students. (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	2024/1/01