Remedial Education and Student Achievement: A Regression-Discontinuity Analysis

By Brian A. Jacob, Lars Lefgren. 2004

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Citations in the corpus

The Cost of Grade Retention (2012, unknown): “See, for example, Angrist and Lavy (1999), van der Klaauw (2002), Jacob and Lefgren (2004, 2009), and Urquiola and Calderon (2006). observations.”
Does Grade Retention Affect Achievement? Some Evidence from PISA (2011, background): “Jacob and Lefgren (2004) nd no consistent di¤erences in the performance of retained versus promoted students in the short run.”
The Ecological Footprint of Poverty Alleviation: Evidence from Mexico's Oportunidades Program (2010, unknown): “The first problem can be dealt with in the standard way by using the eligibility cutoff to instrument for the probability of enrollment.10 We address the second problem following approaches developed by Hahn, Todd, and van der Klaauw (2001), Green (2005), and Jacob and Lefgren (2004).”
"Waiting for Life to Arrive": A history of the regression-discontinuity design in Psychology, Statistics and Economics (2008, background): “…(e.g., Angrist & Krueger, 1991; Imbens & VanderKlaauw, 1995; Angrist & Lavy, 1999; VanderKlaauw., 1999; Lee, 2001; Buddelmeyer & Skoufias, 2003; Jacob & Lefgren, 2004a, b; Gormley & Phillips, 2005; Black, Galdo & Smith, 2005; Ludwig & Miller, in press; Bloom, Kemple & Gamse, in preparation;…”
Evaluating Anti-Poverty Programs (2005, methodology): “The DD method can also be combined with a discontinuity design (Jacob and Lefgren, 2004).”
PowerUp!: A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies (2013, unknown): “…RD designs have been applied to study the effects on academic achievement of a variety of policies and practices, including class size reductions (Angrist & Lavy, 1999), mandatory summer school (Jacob & Lefgren, 2004; Matsudaira, 2008), and the federal Reading First Program (Gamse et al., 2008).”
Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure. Working Paper 13. (2007, background): “For example, there is convincing evidence that reducing class size can improve achievement (see, e.g., Angrist and Lavy, 1999; Krueger, 1999; and Krueger and Whitmore, 2001) as can summer school and grade retention (Jacob and Lefgren, 2004).”
Why High-Order Polynomials Should Not Be Used in Regression Discontinuity Designs (2014, unknown): “The data were previously analyzed by Jacob and Lefgren (2004).”
Do Differences in School's Instruction Time Explain International Achievement Gaps in Maths, Science and Language? Evidence from Developed and Developing Countries (2010, unknown): “…1999, Kruger 1999, Hoxby 2000), teachers‘ training and certification (Angrist and Lavy, 2001, Kane Rockoff and Staiger, 2007), remedial education (Jacob and Lefgren, 2004, Lavy and Schlosser, 2005), teacher effect (Rockoff, 2004, Rivkin, Hanushek, and Kain, 2005), computer aided instruction…”
Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools (2005, methodology): “…on the effect of the incentives, both because prior research suggests that the sanctions themselves had little impact on student performance (Jacob and Lefgren, 2004a,b) and because this allows the cleanest analysis.6 Still, there are several challenges to identifying the causal impact of…”
The Impact of Teacher Training on Student Achievement (2004, unknown): “For more details on the student accountability policy and its impact on student outcomes, see Jacob (2002) and Jacob and Lefgren (2001).”
Research Design in Qualitative/Quantitative/Mixed Methods (2011, methodology): “…by Howell, Wolf, Campbell, and Peterson (2002), who used a randomized design to study the effectiveness of school vouchers in improving achievement; Jacob and Lefgren (2004), who used a quasi-experimental (regression discontinuity ) design to study the relationship between receiving a remedial…”