American Economic Journal:
Applied Economics
ISSN 1945-7782 (Print) | ISSN 1945-7790 (Online)
Ability, Gender, and Performance Standards: Evidence from Academic Probation
American Economic Journal: Applied Economics
vol. 2,
no. 2, April 2010
(pp. 95–117)
Abstract
We use a regression discontinuity design to examine students' responses to being placed on academic probation. Consistent with a model of introducing performance standards, we find that being placed on probation at the end of the first year discourages some students from returning to school while improving the GPAs of those who do. We find heterogeneous responses across prior academic performance, gender, and native language, and discuss these results within the context of the model. We also find negative effects on graduation rates, particularly for students with the highest high school grades. (JEL I23, J16)Citation
Lindo, Jason M., Nicholas J. Sanders, and Philip Oreopoulos. 2010. "Ability, Gender, and Performance Standards: Evidence from Academic Probation." American Economic Journal: Applied Economics, 2 (2): 95–117. DOI: 10.1257/app.2.2.95Additional Materials
JEL Classification
- I23 Higher Education and Research Institutions
- J16 Economics of Gender; Non-labor Discrimination
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