We use a regression discontinuity design to examine students'
responses to being placed on academic probation. Consistent with
a model of introducing performance standards, we find that being
placed on probation at the end of the first year discourages some
students from returning to school while improving the GPAs of
those who do. We find heterogeneous responses across prior academic
performance, gender, and native language, and discuss these
results within the context of the model. We also find negative effects
on graduation rates, particularly for students with the highest high
school grades. (JEL I23, J16)
"Ability, Gender, and Performance Standards: Evidence from Academic Probation."
American Economic Journal: Applied Economics,
Higher Education and Research Institutions
Economics of Gender; Non-labor Discrimination