Replication data for: The Effect of Grade Retention on High School Completion

Principal Investigator(s):  View help for Principal Investigator(s) Brian A. Jacob; Lars Lefgren

Version:  View help for Version V1

Name File Type Size Last Modified
LICENSE.txt text/plain 14.6 KB 10/12/2019 08:15:AM
READ_ME_AEJApp-2007-0053.doc application/msword 22.5 KB 10/12/2019 08:15:AM
READ_ME_AEJApp-2007-0053.pdf application/pdf 12.2 KB 10/12/2019 08:15:AM
add_hs_outcomes5.do text/plain 28.3 KB 10/12/2019 08:15:AM
datanew_31oct2005.ado text/plain 23.9 KB 10/12/2019 08:15:AM
graphs_cleaned_8_22_2008.do text/plain 18.1 KB 10/12/2019 08:15:AM
ret_cleaned_8_19_2008.do text/plain 38.6 KB 10/12/2019 08:15:AM

Project Citation: 

Jacob, Brian A., and Lefgren, Lars. Replication data for: The Effect of Grade Retention on High School Completion. Nashville, TN: American Economic Association [publisher], 2009. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113566V1

Project Description

Summary:  View help for Summary Low-achieving students in many school districts are retained in a grade to allow them to gain the academic or social skills that teachers believe are necessary to succeed academically. In this paper, we use plausibly exogenous variation in retention generated by a test-based promotion policy to assess the causal impact of grade retention on high school completion. We find that retention among younger students does not affect the likelihood of high school completion, but that retaining low-achieving eighth grade students in elementary school substantially increases the probability that these students will drop out of high school. (JEL I21, J13)

Scope of Project

JEL Classification:  View help for JEL Classification
      I21 Analysis of Education
      J13 Fertility; Family Planning; Child Care; Children; Youth


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V1 [2019-10-12]

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