| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w14261 |
| 来源ID | Working Paper 14261 |
| Ability, Gender, and Performance Standards: Evidence from Academic Probation | |
| Jason M. Lindo; Nicholas J. Sanders; Philip Oreopoulos | |
| 发表日期 | 2008-08-27 |
| 出版年 | 2008 |
| 语种 | 英语 |
| 摘要 | We use a regression discontinuity design to examine students' responses to the negative incentive brought on by being placed on academic probation. Consistent with a model of introducing performance standards in which agents respond differently based on ability, we find that being placed on probation at the end of the first year discourages some students from returning to school while improving the performance of those who return. Contrary to the predictions of the model when ability is known, we find that heterogeneous discouragement effects result in high ability students having a greater overall dropout rate near the cutoff than lower ability students. The result can be explained by extending the model to allow for the performance standard to also affect self confidence (ability expectations). We also consider effects by gender and find that being placed on probation more than doubles the probability that men drop out but has no such discouragement effect for women. |
| 主题 | Microeconomics ; Economics of Information ; Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w14261 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/571948 |
| 推荐引用方式 GB/T 7714 | Jason M. Lindo,Nicholas J. Sanders,Philip Oreopoulos. Ability, Gender, and Performance Standards: Evidence from Academic Probation. 2008. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w14261.pdf（591KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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