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The effects of exemptions to Florida's test-based promotion policy: Who is retained?: Who benefits academically?

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  • Greene, Jay P.
  • Winters, Marcus A.

Abstract

We evaluate the impact of Florida's test-based promotion policy on the probability that low-performing students are retained using data on the universe of third-grade students in the state of Florida from 2001 to 2004. We also examine the effect of formal exemptions to the policy on student proficiency in reading two years later. In an evaluation of retention for third-grade students over time with a logit model we find that Florida's policy has increased the probability that minority students are retained to a greater extent than white students. Contrary to previous research, this differential retention occurs after controlling for student academic proficiency. However, in an evaluation of the academic performance of students who were in the first class subject to the retention policy, we find that retained students outperform students who received an exemption from the policy in reading two years after baseline, indicating that on average exemptions have not been granted to those individuals who would benefit from promotion.

Suggested Citation

  • Greene, Jay P. & Winters, Marcus A., 2009. "The effects of exemptions to Florida's test-based promotion policy: Who is retained?: Who benefits academically?," Economics of Education Review, Elsevier, vol. 28(1), pages 135-142, February.
    • Handle: RePEc:eee:ecoedu:v:28:y:2009:i:1:p:135-142
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    References listed on IDEAS

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    1. Brian A. Jacob & Lars Lefgren, 2004. "Remedial Education and Student Achievement: A Regression-Discontinuity Analysis," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 226-244, February.
    2. Eide, Eric R. & Showalter, Mark H., 2001. "The effect of grade retention on educational and labor market outcomes," Economics of Education Review, Elsevier, vol. 20(6), pages 563-576, December.
    3. David N. Figlio & Lawrence S. Getzler, 2002. "Accountability , Ability and Disability: Gaming the System," NBER Working Papers 9307, National Bureau of Economic Research, Inc.
    4. Jay P. Greene & Marcus A. Winters, 2007. "Revisiting Grade Retention: An Evaluation of Florida's Test-Based Promotion Policy," Education Finance and Policy, MIT Press, vol. 2(4), pages 319-340, September.
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    Cited by:

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    2. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education,, Elsevier.
    3. Hill, Andrew J., 2014. "The costs of failure: Negative externalities in high school course repetition," Economics of Education Review, Elsevier, vol. 43(C), pages 91-105.
    4. Cratty, Dorothyjean, 2012. "Potential for significant reductions in dropout rates: Analysis of an entire 3rd grade state cohort," Economics of Education Review, Elsevier, vol. 31(5), pages 644-662.
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    6. Christina LiCalsi & Umut Ozek & David Figlio, 2019. "The Uneven Implementation of Universal School Policies: Maternal Education and Florida's Mandatory Grade Retention Policy," Education Finance and Policy, MIT Press, vol. 14(3), pages 383-413, Summer.
    7. McGee, Andrew, 2011. "Skills, standards, and disabilities: How youth with learning disabilities fare in high school and beyond," Economics of Education Review, Elsevier, vol. 30(1), pages 109-129, February.

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