Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/171448 
Erscheinungsjahr: 
2017
Schriftenreihe/Nr.: 
GLO Discussion Paper No. 148
Verlag: 
Global Labor Organization (GLO), Maastricht
Zusammenfassung: 
A dynamic discrete choice model is set up to estimate the effects of grade retention in high school, both in the short-run (end-of-year evaluation) and in the long-run (drop-out and delay). In contrast to other evaluation approaches, this model captures essential treatment heterogeneity and controls for grade-varying unobservable determinants. In addition, forced track downgrading is considered as an alternative remedial measure. Our results indicate that grade retention has a neutral effect on academic achievement in the short-run. In the long-run, grade retention, just like forced downgrading, has adverse effects on schooling outcomes and, more so, for less able pupils.
Schlagwörter: 
Education
grade retention
track mobility
dynamic discrete choice models
heterogeneous treatment effects
JEL: 
C33
C35
I21
Dokumentart: 
Working Paper

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