Replication data for: Ability, Gender, and Performance Standards: Evidence from Academic Probation

Principal Investigator(s): View help for Principal Investigator(s) Jason M. Lindo; Nicholas J. Sanders; Philip Oreopoulos

Version: View help for Version V1

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AEJApp2008-0202_data			10/12/2019 03:05:PM
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Project Citation:

Lindo, Jason M., Sanders, Nicholas J., and Oreopoulos, Philip. Replication data for: Ability, Gender, and Performance Standards: Evidence from Academic Probation. Nashville, TN: American Economic Association [publisher], 2010. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113751V1

Project Description

Summary: 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)

Scope of Project

JEL Classification:
I23 Higher Education; Research Institutions
J16 Economics of Gender; Non-labor Discrimination

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V1 [2019-10-12]

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