Ben Ost

The Impact of Letter Grades on Student Effort, Course Selection, and Major Choice: A Regression-Discontinuity Analysis

The authors apply a regression-discontinuity design to identify the causal impact of letter grades on student effort within a course, subsequent credit hours taken, and the probability of majoring in economics. Their methodology addresses key issues in identifying the causal impact of letter grades: correlation with unobservable factors, such as motivation, and direction of causation. They find no evidence that letter grades influence undergraduate students’ course-taking behavior or decision to major in economics. They find that, within a course, the first exam letter grade can affect student performance on the second exam.

The Returns to College Persistence for Marginal Students: Regression Discontinuity Evidence from University Dismissal Policies

We estimate the returns to college using administrative data on both college enrollment and earnings. Exploiting that colleges dismiss low-performing students on the basis of exact GPA cutoffs, we use a regression discontinuity design to estimate the earnings impacts of college. Dismissal leads to a short-run increase in earnings and tuition savings, but the future fall in earnings is sufficiently large that 8 years after dismissal, persisting students have already recouped their up-front investment with an internal rate of return of 4.1%. We provide a variety of evidence that manipulation of the running variable does not drive our results.

ACADEMIC PROBATION, STUDENT PERFORMANCE, AND STRATEGIC COURSE‐TAKING

We use a regression discontinuity design to study how academic probation affects outcomes and course‐taking behaviors at a large public university in the United States. Consistent with past work, students placed on probation improve their grade point average (GPA) in the subsequent semester. We document that part of this GPA improvement is attributable to strategic course‐taking, and there is significant heterogeneity in these behaviors across race. Non‐minority students placed on probation attempt fewer credits, easier courses, and are more likely to withdraw from courses in the following term. In contrast, underrepresented minorities exhibit few of these behaviors, consistent with past work that suggests black and Hispanic students are less likely to possess helpful institutional knowledge and use available support systems such as academic counseling. (JEL I20, I23)

DOES TEACHER-FAMILY EXPERIENCE AFFECT TEST SCORES?: TEACHER-FAMILY EXPERIENCE

Since families play a pivotal role in elementary schools, student learning may be influenced by how well the teacher knows a family and how well the parents know the teacher. We test this hypothesis by evaluating whether assignment to a teacher who has previously taught an older sibling affects test scores. We refer to teachers who have previously taught the older sibling as having “teacher‐family experience” when teaching the younger sibling. Using a novel data set that includes administrative data on students and teachers matched to family identifiers, we find that when the older siblings teacher is teaching in the younger siblings grade, 40% of younger siblings are assigned their older sibling teachers. We find that teacher‐family experience does not have any significant effects on test scores and we can statistically rule out small effects.

Comparing Standard Deviation Effects across Contexts.

ABSTRACT Studies using tests scores as the dependent variable often report point estimates in student standard deviation units. We note that a standard deviation is not a standard unit of measurement since the distribution of test scores can vary across contexts. As such, researchers should be cautious when interpreting differences in the numerical size of point estimates when comparing across contexts. We empirically assess the importance of this issue both within the United States and internationally.