Evaluating the ‘threat’ effects of grade repetition: exploiting the 2001 reform by the French-Speaking Community of Belgium

Bélot, Michèle; Vandenberghe, Vincent

doi:10.1080/09645292.2011.607266

Cited by 28 publications

(29 citation statements)

References 17 publications

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“…6 A similar result is found by Belot and Vandenberghe (2011). Differently from the most recent counterreformation, remedial courses for low achieving students were not mandatorily included in the school formative plan during the 1990s.…”

supporting

confidence: 70%

“…This, of course, may simply reflect differences in effort explained by sorting of students into tracks. However, given the very rich set of background and 3 To the best of our knowledge, the closest in spirit to our paper is the work by Belot and Vandenberghe (2011), who study the effects of the threat of grade retention introduced by a reform implemented for the French speaking community in Belgium finding no effects on achievement gains. finding that both male and female students tend to perform better in classes presenting higher percentages of females.…”

mentioning

confidence: 99%

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Threat of grade retention, remedial education and student achievement: evidence from upper secondary schools in Italy

Battistin

Schizzerotto²

2018

Empir Econ

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may be saved and copied for your personal and scholarly purposes.You are not to copy documents for public or commercial purposes, to exhibit the documents publicly, to make them publicly available on the internet, or to distribute or otherwise use the documents in public. licence. www.econstor.eu We use a reform that was recently implemented in Italy to investigate the effects on academic achievement of more stringent requirements for the admission to the next grade at upper secondary school. We study how such effects are mediated by changes in family and school inputs, and in the student commitment to learn all school subjects including those usually considered as marginal components of the curriculum. Geographical discontinuities in the implementation of the reform allow us to set out the comparison of similar students undergoing alternative progression rules, and to shed light on whether, and to what extent, the reform has worked as a tool to improve short-term achievement gains. We document differential effects across curricular tracks, picturing at best -depending on the data employed -a marginal improvement for students in academic schools. We instead find sharp negative effects of the reform in technical and vocational schools, where the students enrolled come from less privileged backgrounds. These findings are accompanied by a substantial increase in the number of activities out of the normal school hours in technical and vocational schools, but not in academic schools. Also, we find that the reform has left unchanged the various family inputs that we consider, and that parents did not provide extra economic support to students facing an increased threat of grade retention. However, in contrast with the documented effects on achievement, we find that schools reacted to the additional administrative burdens and costs imposed by the reform by admitting more students to the next grade. We thus conclude that the reform has had a negative effect on motivation and engagement of the most struggling students, thus exacerbating existing inequalities. If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated D I S C U S S I O N P A P E R S E R I E S IntroductionIncreasing concerns about the quality of education in Europe and the United States have lead in the recent years to the implementation of ...

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supporting

confidence: 70%

mentioning

confidence: 99%

Threat of grade retention, remedial education and student achievement: evidence from upper secondary schools in Italy

Battistin

Schizzerotto²

2018

Empir Econ

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“…Os resultados salientam que esta medida "pedagógica" não resolve os problemas de aprendizagem dos estudantes. Estes dados são apoiados pelo relatório do PISA 2012 (OECD, 2014) e também por outros estudos mais gerais (BELOT;VANDENBERGHE, 2011;CONBOY, 2011;CORDERO FERRERA;PEDRAJA CHAPARRO, 2013;CORDERO FERRERA et al, 2011;FIS-CHBACH et al, 2013;GARCÍA-PÉREZ;HIDALGO-HIDALGO;ROBLES-ZURITA, 2014).…”

Section: (V) Uso Das Tecnologias Da Informação E Comunicação (Tic)unclassified

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

Pinto

Silva

Neto

2016

Ciênc. educ. (Bauru)

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Resumo:A presente revisão integrativa tem como objetivo conhecer os principais fatores influenciadores dos resultados de estudantes portugueses e brasileiros nas edições do PISA, de 2000 a 2012, de acordo com a literatura publicada. Identificaram-se cinco fatores e dez subfatores. Os fatores mais determinantes nos estudos considerados são o sistema educativo, o contexto socioeconômico dos estudantes e as características das escolas. Esta revisão integrativa evidencia que há uma multiplicidade de fatores que afetam o desempenho de estudantes no PISA, tanto em Portugal como no Brasil. Ressalta também a lacuna significativa de estudos na literatura, havendo fatores que são pouco ou mesmo nada estudados em ambos os países. Existe, assim, uma necessidade de maior investimento em investigação na área, aproveitando o manancial de dados gerados pelo PISA.Palavras-chave: PISA. Letramento em matemática. Desempenho. Sistema educativo. Brasil. Portugal. Abstract:The present integrative review has the goal of knowing the main factors influencing the results of Portuguese and Brazilian students in the editions of PISA, from 2000 to 2012, according to the published literature. Five factors and ten sub-factors have been identified. The more determinant factors in the considered studies were the educational system, the socioeconomic context of the students and the characteristics of schools. This integrative review gives evidence of the multiplicity of factors that affect the performance of students in PISA, in Portugal as in Brazil. There also exists a significant gap in studies in the literature, as there are factors that are scarcely or not at all analysed in both countries. There is in consequence a need of a bigger investment in research in this area, taking advantage of the huge set of data generated by PISA.

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“…4 In this paper, we investigate these opportunities for specification searching by considering only one particular step of the method: the choice of pre-treatment outcome lags used in the estimation of the SC weights. 5 In the following section, 1 SC has been used to analyze terrorism (Abadie & Gardeazabal, 2003;Montalvo, 2011), political and economic reforms (Billmeier & Nannicini, 2011;Billmeier & Nannicini, 2013); crime and police (Cunningham & Shah, 2018;DeAngelo & Hansen, 2014;Donohue, Aneja, & Weber, 2018;Pinotti, 2013); natural resources and disasters (Barone & Mocetti, 2014;Cavallo et al, 2013;Smith, 2015); immigration (Bohn, Lofstrom, & Raphael, 2014;Dustmann, Schonberg, & Stuhler, 2017); education (Belot & Vandenberghe, 2014;Hinrichs, 2012); pregnancy and parental leave (Bartel et al, 2018;Lindo & Packham, 2017); taxation (Baccini, Li, & Mirkina, 2014;Kleven, Landais, & Saez, 2013); social connections (Acemoglu et al, 2016); local development (Gobillon & Magnac, 2016;Zou, 2018). 2 See Christensen and Miguel (2018) for an extensive literature review on research transparency and reproducibility.…”

Section: Introductionmentioning

confidence: 99%

Cherry Picking with Synthetic Controls

Ferman¹,

Pinto²,

Possebom³

2020

J Policy Anal Manage

179

150

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We evaluate whether a lack of guidance on how to choose the matching variables used in the Synthetic Control (SC) estimator creates specification-searching opportunities. We provide theoretical results showing that specification-searching opportunities are asymptotically irrelevant if we restrict to a subset of SC specifications. However, based on Monte Carlo simulations and simulations with real datasets, we show significant room for specification searching when the number of pre-treatment periods is in line with common SC applications, and when alternative specifications commonly used in SC applications are also considered. This suggests that such lack of guidance generates a substantial level of discretion in the choice of the comparison units in SC applications, undermining one of the advantages of the method. We provide recommendations to limit the possibilities for specification searching in the SC method. Finally, we analyze the possibilities for specification searching and provide our recommendations in a series of empirical applications. C 2020 by the Association for Public Policy Analysis and Management on behalf of the Association for Public Policy Analysis and Management variables, the choice of how to split the pre-treatment periods into training and validation periods, and even the choice of software and data-sorting criteria (see Klößner et al., 2017, for details on this last point). Therefore, our results should be seen as a lower bound on the possibilities for specification searching in SC applications. We focus on the choice of pre-treatment outcome lags, rather than on the inclusion of covariates, because it is possible to systematically analyze the inclusion of pre-intervention outcomes lags in a way that encompasses all applications, while covariates may differ in complex ways from one application to another. We consider the possibility of specification searching in the decision to include covariates in our empirical applications. 6 Appendices are available at the end of this article as it appears in JPAM online. Go to the publisher's website and use the search engine to locate the article at http://onlinelibrary.wiley.com. 7 In Appendix B, we also consider specifications that use time-invariant covariates as predictors, in addition to functions of the pre-treatment outcomes. All results remain similar. This package solves the nested minimization problem described by equations (1) and (2). We specify the optimization method to be BFGS only and use optimization routine Low Rank Quadratic Programming when Interior Point optimization routine does not converge. 24 When we adopt this decision rule in our MC simulations, then the probability of rejecting the null at 5 percent for all specifications is lower than 1 percent in all scenarios. If we discard specifications 6 and 7, then this rejection rate ranges from 1 percent when T 0 = 12 to 2.8 percent when T 0 = 400. 25 Following the best practices in terms of transparency and replicability, Hainmueller (2014) made their dataset and replication ...

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Evaluating the ‘threat’ effects of grade repetition: exploiting the 2001 reform by the French-Speaking Community of Belgium

Cited by 28 publications

References 17 publications

Threat of grade retention, remedial education and student achievement: evidence from upper secondary schools in Italy

Threat of grade retention, remedial education and student achievement: evidence from upper secondary schools in Italy

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

Cherry Picking with Synthetic Controls

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