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Jeffrey Penney
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Journal Articles
Publisher: Journals Gateway
The Review of Economics and Statistics 1–27.
Published: 06 February 2023
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An administrative rule in North Carolina allowed students who failed an exam to retake it approximately two weeks later, triggering a brief yet intense test preparation period. We develop a structural model that accounts for selection and find that these students score much higher on the retest. Using a regression discontinuity design, we find substantial fade-out of the test score gains after one year but some persistence thereafter. Unlike other interventions that produce similar initial increases in performance, we do not observe benefits to long-term outcomes. Our findings highlight that persistence should be accounted for when comparing educational interventions.
Includes: Supplementary data
Journal Articles
Publisher: Journals Gateway
The Review of Economics and Statistics (2017) 99 (4): 652–656.
Published: 01 October 2017
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Research as to the size of the black-white test score gap often comes to contradictory conclusions. Recent literature has affirmed that the source of these contradictions and other controversies in education economics may be due to the fact that test scores contain only ordinal information. In this paper, I propose a normalization of test scores that is invariant to monotonic transformations. Under fairly weak assumptions, this metric has interval properties and thus solves the ordinality problem. The measure can serve as a valuable robustness check to ensure that any results are not simply statistical artifacts from the choice of scale.