Student achievement against national minimum standards for reading and numeracy in Years 3, 5, 7 and 9: A regression discontinuity analysis

2020 ◽  
Vol 55 (3) ◽  
pp. 275-301
Author(s):  
Emma K. Adams ◽  
Kirsten J. Hancock ◽  
Catherine L. Taylor
Keyword(s):  
Student Achievement ◽  
Regression Discontinuity ◽  
Minimum Standards

scholarly journals Short-Run Impacts of Accountability on School Quality

2010 ◽  
Vol 2 (4) ◽  
pp. 119-147 ◽  
Author(s):  
Jonah Rockoff ◽  
Lesley J Turner
Keyword(s):  
New York ◽  
New York City ◽  
Student Achievement ◽  
York City ◽  
School Quality ◽  
Regression Discontinuity ◽  
Time Frame ◽  
School Closure ◽  
Low Grade ◽  
Short Run

In the fall of 2007, New York City began using student tests and other measures to assign each school a grade (A to F), and linked grades to rewards and consequences, including possible school closure. These grades were released in late September, arguably too late for schools to make major changes in programs or personnel, and students were tested again in January (English) and March (math). Despite this time frame, regression discontinuity estimates indicate that receipt of a low grade significantly increased student achievement, more so in math than English, and improved parental evaluations of school quality. (JEL H75, I21, I28, J45)

scholarly journals Student Achievement in Undergraduate Statistics: The Value of Encouraging Failure

2016 ◽  
Vol 16 (6) ◽  
pp. 1-18 ◽  
Author(s):  
Joseph A Ferrandino
Keyword(s):  
Student Achievement ◽  
Learning Strategy ◽  
Effect Sizes ◽  
Online Course ◽  
Minimum Standards ◽  
Significant Difference ◽  
Statistics Course ◽  
The Mean ◽  
The Impact ◽  
Undergraduate Statistics

This article details what resulted when I re-designed my undergraduate statistics course to allow failure as a learning strategy and focused on achievement rather than performance. A variety of within and between class t-tests are utilized to determine the impact of unlimited test and quiz opportunities on student learning on both quizzes and subsequent assignments in two undergraduate statistics courses (one a 15-week hybrid and one a 6-week online course). The results show that the previous DFW rate was reduced, and no significant difference in outcomes was found between the two different course modalities. Furthermore, students achieved significantly higher on their last quiz and test attempts on every instrument in both semesters, with large effect sizes. Corresponding assignments showed students achieved significantly higher than the mean first attempt, but significantly lower than final mean quiz attempt scores, showing that some knowledge was not carried over to application. The article concludes by evaluating the results of unlimited testing with minimum standards and the limitations of the study and the pedagogical model.

The Medium-Run Effects of Florida’s Test-Based Promotion Policy

2012 ◽  
Vol 7 (3) ◽  
pp. 305-330 ◽  
Author(s):  
Marcus A. Winters ◽  
Jay P. Greene
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Summer School ◽  
Regression Discontinuity ◽  
High Quality ◽  
Promotion Policy ◽  
The Third ◽  
Primary Driver ◽  
Positive Effect ◽  
Over Time

We use a regression discontinuity strategy to produce causal estimates for the effect of remediation under Florida’s test-based promotion policy on multiple outcomes for up to five years after the intervention. Students subjected to the policy were retained in the third grade, were required to be assigned to a high-quality teacher during the retained year, and were required to attend summer school. Exposure to these interventions has a statistically significant and substantial positive effect on student achievement in math, reading, and science in the years immediately following the treatment. But the effect of the treatment dissipates over time. Nonetheless, we find that the effect of remediation under the policy on academic achievement is statistically significant and of a meaningful magnitude several years after the student is exposed to the intervention. Though we cannot completely separate the differential effects of the treatments attached to the policy, we provide some evidence that assignment to a higher-quality teacher in the retained year is not the primary driver of the policy’s effect.

Investor-State Dispute Settlement under NAFTA Chapter 11: The Shape of Things to Come?

1998 ◽  
Vol 35 ◽  
pp. 263-290
Author(s):  
J. Anthony VanDuzer
Keyword(s):  
Free Trade Agreement ◽  
Dispute Settlement ◽  
Trade Agreement ◽  
Minimum Standards ◽  
The North ◽  
State Behaviour ◽  
Nafta Chapter 11 ◽  
To Come ◽  
The Right

SummaryRecently, there has been a proliferation of international agreements imposing minimum standards on states in respect of their treatment of foreign investors and allowing investors to initiate dispute settlement proceedings where a state violates these standards. Of greatest significance to Canada is Chapter 11 of the North American Free Trade Agreement, which provides both standards for state behaviour and the right to initiate binding arbitration. Since 1996, four cases have been brought under Chapter 11. This note describes the Chapter 11 process and suggests some of the issues that may arise as it is increasingly resorted to by investors.

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