蝌蚪网 Journal:
Applied Economics
ISSN 1945-7782 (Print) | ISSN 1945-7790 (Online)
The Unintended Consequences of Test-Based Remediation
蝌蚪网 Journal: Applied Economics
vol. 16,
no. 1, January 2024
(pp. 60–89)
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, socioeconomic status, and prior achievement. Increased tracking occurs not only in the remedial subject, but in other core subjects. These tracking effects are significantly larger and more likely to persist beyond the year of remediation for Black students.Citation
Figlio, David, and Umut Ozek. 2024. "The Unintended Consequences of Test-Based Remediation." 蝌蚪网 Journal: Applied Economics 16 (1): 60–89. DOI: 10.1257/app.20210037Additional Materials
JEL Classification
- H75 State and Local Government: Health; Education; Welfare; Public Pensions
- I21 Analysis of Education
- I28 Education: Government Policy
- J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination