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To leave or not to leave? A regression discontinuity analysis of the impact of failing the high school exit exam
ARTICLE

Economics of Education Review Volume 29, Number 2 ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

The high school exit exam (HSEE) is rapidly becoming a standardized assessment procedure for educational accountability in the United States. I use a unique, state-specific dataset to identify the effects of failing the HSEE on the likelihood of dropping out of high school based on a regression discontinuity design. The analysis shows that students who barely failed the exam were more likely to exit than those who barely passed, despite being offered retest opportunities. The discontinuity amounts to a large proportion of the dropout probability of barely failers, particularly for limited-English-proficiency, racial-minority, and low-income students, suggesting that the potential benefit of raising educational standards might come at the cost of increasing inequality in the educational system.

Citation

Ou, D. To leave or not to leave? A regression discontinuity analysis of the impact of failing the high school exit exam. Economics of Education Review, 29(2), 171-186. Elsevier Ltd. Retrieved September 26, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2009.06.002

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