Center for Policy Research

Working Paper

Retention Heterogeneity in New York City Schools

Douglas Almond, Ajin Lee & Amy Ellen Schwartz

C.P.R. Working Paper No. 198

October 2016

Amy Ellen Schwartz

Economics Department

Public Administration & International Affairs Department

Center for Policy Research

New York State

Amy Ellen Schwartz

Abstract

Performance on proficiency exams can be a key determinant of whether students are retained or "held back" in their grade. In New York City, passing the statewide proficiency exam essentially guarantees promotion, while roughly 13 percent of those students who fail the exam are retained. Using regression discontinuity methods, the authors find that female students are 25 percent more likely to be retained in their grade due to exam failure than boys. Hispanic students are 60 percent more likely and Black students 120 percent more likely to be retained due to exam failure (relative to White students). Poverty and previous poor performance also increase the likelihood of retention, while being young for grade or short does not. The authors conclude that "patterned discretion" exists in how standardized test results are utilized.

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