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Grade failure, drop out and subsequent school outcomes: quasi-experimental evidence from Uruguayan administrative data

Manacorda, Marco (2006) Grade failure, drop out and subsequent school outcomes: quasi-experimental evidence from Uruguayan administrative data. In: Centre for the Economics of Education Seminar, 2006-12-13.

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Abstract

This paper uses administrative longitudinal micro data on about 100,000 Uruguayan students in public non-vocational Junior High school (grades 7-9) to identify the causal effect of grade failure on students' subsequent school outcomes. Exploiting the discontinuity in promotion rates induced by a rule that establishes that a pupil missing more than 25 days during the school year will automatically fail that grade I show that grade failure leads to substantial drop out and lower educational attainment after 4 to 5 years since the time when failure first occurred. Complementary evidence based on a change in the regime of grade promotion provides additional support for this conclusion.

Item Type: Conference or Workshop Item (Other)
Official URL: http://cee.lse.ac.uk
Additional Information: © 2006 the author
Divisions: Centre for Economic Performance
Subjects: H Social Sciences > HD Industries. Land use. Labor
L Education > L Education (General)
JEL classification: I - Health, Education, and Welfare > I2 - Education > I21 - Analysis of Education
I - Health, Education, and Welfare > I2 - Education > I22 - Educational Finance
J - Labor and Demographic Economics > J2 - Time Allocation, Work Behavior, and Employment Determination and Creation; Human Capital; Retirement > J20 - General
Sets: Research centres and groups > Centre for Economic Performance (CEP)
Date Deposited: 13 Oct 2008 09:57
Last Modified: 05 Nov 2019 00:25
URI: http://eprints.lse.ac.uk/id/eprint/13278

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