The Unintended Consequences of Test-Based Remediation / David N. Figlio, Umut Özek.

Format:

Book

Author/Creator:

Figlio, David N.

Contributor:

National Bureau of Economic Research.

Özek, Umut.

Series:

Working Paper Series (National Bureau of Economic Research) no. w30831.

NBER working paper series no. w30831

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2023.

Summary:

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.

Notes:

Print version record

January 2023.