This paper aims to provide an overview of the outcomes of the test-based promotion policy for the federal state Florida, introduced in 2002. The first chapter will deal with specific features of Florida’s test-based promotion policy, followed by the research design that was used by Schwerdt and West (2013) to evaluate the program. Afterwards, estimation results and the treatment effect are discussed, including results of Chicago’s test-based promotion policy to compare the findings of different studies.
Table of Contents
List of Tables and Figures
List of Abbreviations
1. Introduction
2. Specification of Florida’s Retention Policy
2.1 Provision of Remedial Services
2.2 Promotion through Exemptions
2.3 Developmental Scale Scores
3. Evaluation Method: Fuzzy Regression Discontinuity Design
3.1 Application of the Fuzzy RDD in Florida
3.2 Graphical Illustration
3.3 Bandwidth Choice
3.4 Exclusion of the Manipulation of Test Scores
4. Estimation Setup and Treatment Effect
4.1 Linear Probability Model and Two Stage Least Squares
4.2 Composition of the Treatment Effect
4.2.1 Summer School Attendance
4.2.2 Assignment to a High-Quality Teacher
4.2.3 Incentive Effects
4.3 Comparison: Chicago’s Accountability Policy
5. Conclusion
References
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