This paper examines the impacts of summer instruction and test-based grade retention under New York City's 5th grade promotion policy. The autors use a fuzzy regression discontinuity research design that involves comparing students with test scores that barely miss and barely make the treatment-assignment cutoffs.
They find modest positive effects of summer instruction on 6th grade English Language Arts (ELA) achievement for students assigned to summer instruction because of poor ELA performance, but find little evidence of positive effects of summer instruction on math outcomes.
The estimated effects of grade retention are substantial and positive through 7th grade on both math and ELA outcomes, suggesting that the additional year of instruction in 5th grade leads to improvements in subsequent grade achievement.
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