Promotion with and Without Learning: Effects on Student Enrollment and Dropout Behavior

Many educators and policymakers have argued for lenient grade promotion policy – even automatic promotion – in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peer’s ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province (NWFP) of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allow a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation.Grade repetition; grade retention; grade promotion; enrollment; achievement; dropout; Pakistan

Promotion with and without learning : effects on student enrollment and dropout behavior

Many educators and policymakers have argued for lenient grade promotion policy - even automatic promotion - in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peers'ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allows a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation.Tertiary Education,Education For All,Secondary Education,Primary Education,Teaching and Learning

Student and Teacher Attendance: The Role of Shared Goods in Reducing Absenteeism

A theoretical model is advanced that demonstrates that, if teacher and student attendance generate a shared good, then teacher and student attendance will be mutually reinforcing.� Using data from the Northwest Frontier Province of Pakistan, empirical evidence supporting that proposition is advanced.� Controlling for the endogeneity of teacher and student attendance, the most powerful factor raising teacher attendance is the attendance of the children in the school, and the most important factor influencing child attendance is the presence of the teacher.� The results suggest that one important avenue to be explored in developing policies to reduce teacher absenteeism is to focus on raising the attendance of children.Absenteeism; teacher attendance; student attendance; shared good; Northwest Frontier Province; Pakistan

Promotion with and without Learning: Effects on Student Enrollment and Dropout Behavior

Automatic promotion policy presumes that grade retention discourages continuation in school and that the lenient promotion of students with poor performance does not hamper their ability to do well in the next grade. However, promoting students into grades for which they are not prepared may backfire, leading to early dropouts. An econometric decomposition of promotion decisions into a component that is based on merit (attendance and achievement in tests) and another component that is uncorrelated with those indicators allows a test of whether parental decisions to keep their child in school is influenced by merit-based or nonmerit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place. The effect of grade promotions uncorrelated with merit on persistence in school is only 20 to 33 percent as large as the effect attributed to merit-based promotion

Promotion with and without learning: effects on student enrollment and dropout behavior

Many educators and policymakers have argued for lenient grade promotion policy -- even automatic promotion -- in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peer\u27s ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province (NWFP) of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allow a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation

Low-Temperature Photoluminescence Spectroscopy of Solvent-Free PCBM Single-Crystals

PCBM ([6,6]-phenyl-C61-butyric acid methyl ester) is a highly soluble C60 derivative that is extensively used in organic solar cells, enabling power conversion efficiencies above 10%. Here we report, for the first time to the best of our knowledge, the photoluminescence of high-quality solvent-free PCBM crystals between room temperature and 4 K. Interestingly, the PL spectra of these crystals become increasingly structured as the temperature is lowered, with extremely well-resolved emission lines (and a minimum line width of ∼1.3 meV at 1.73 eV). We are able to account for such a structured emission by means of a vibronic coupling model including Franck–Condon, Jahn–Teller and Herzberg–Teller effects. Although optical transitions are not formally forbidden from the low-lying excited states of PCBM, the high symmetry of the electronically active fullerene core limits the intensity of the 0–0 transition, such that Herzberg–Teller transitions which borrow intensity from higher-lying states represent a large part of the observed spectrum. Our simulations suggest that the emissive state of PCBM can be considered as a mixture of the T1g and Hg excited states of C60 and hence that the Hg state plays a larger role in the relaxed excited state of PCBM than in that of C60

The Magellan Evolution of Galaxies Spectroscopic and Ultraviolet Reference Atlas (MEGaSaURA) I: The Sample and the Spectra

We introduce Project MEGaSaURA: The Magellan Evolution of Galaxies Spectroscopic and Ultraviolet Reference Atlas. MEGaSaURA comprises medium-resolution, rest-frame ultraviolet spectroscopy of N=15 bright gravitationally lensed galaxies at redshifts of 1.68$<$z$<$3.6, obtained with the MagE spectrograph on the Magellan telescopes. The spectra cover the observed-frame wavelength range $3200 < \lambda_o < 8280$ \AA ; the average spectral resolving power is R=3300. The median spectrum has a signal-to-noise ratio of $SNR=21$ per resolution element at 5000 \AA . As such, the MEGaSaURA spectra have superior signal-to-noise-ratio and wavelength coverage compared to what COS/HST provides for starburst galaxies in the local universe. This paper describes the sample, the observations, and the data reduction. We compare the measured redshifts for the stars, the ionized gas as traced by nebular lines, and the neutral gas as traced by absorption lines; we find the expected bulk outflow of the neutral gas, and no systemic offset between the redshifts measured from nebular lines and the redshifts measured from the stellar continuum. We provide the MEGaSaURA spectra to the astronomical community through a data release.Comment: Resubmitted to AAS Journals. Data release will accompany journal publication. v2 addresses minor comments from refere

Student and teacher attendance: The role of shared goods in reducing absenteeism

A theoretical model is advanced that demonstrates that, if teacher and student attendance generate a shared good, then teacher and student attendance will be mutually reinforcing. Using data from the Northwest Frontier Province of Pakistan, empirical evidence supporting that proposition is advanced. Controlling for the endogeneity of teacher and student attendance, the most powerful factor raising teacher attendance is the attendance of the children in the school, and the most important factor influencing child attendance is the presence of the teacher. The results suggest that one important avenue to be explored in developing policies to reduce teacher absenteeism is to focus on raising the attendance of children