Year-end Sale % OFF 
Abstract
In this study, we use microdata from 12 Florida county-level school districts to examine the effects of early grade retention on the short-, medium-, and long-term outcomes of English learners in a regression discontinuity design. We find that retention in the third grade coupled with instructional support substantially improves the English skills of these students, reducing the time to proficiency by half and decreasing the likelihood of taking a remedial English course in middle school by one-third. Grade retention also roughly doubles the likelihood of taking an advanced course in math and science in middle school, and triples the likelihood of taking college credit-bearing courses in high school for English learners. We do not find any adverse effects of the policy on disciplinary problems or absences among English learners.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
