Ability, Gender, and Performance Standards: Evidence from Academic Probation
利用断点回归设计，研究学业警告对大学生返校率、GPA及毕业率的影响，发现警告促使部分学生退学但提升留校者成绩，且对高中学业优秀者的毕业率有负面影响。
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.