The Unintended Consequences of Test-Based Remediation
利用断点回归设计，研究佛罗里达州一项将成绩低于达标线的中学生分入补救班的政策，发现该政策虽增加了教育资源，却加剧了按种族、社会经济地位和先前成绩的分轨，且对黑人学生影响更大。
School systems around the world use achievement tests to assign students to schools, classes, and instructional resources, including remediation. Using a regression discontinuity design, we study a Florida policy that places middle school students who score below a proficiency cutoff into remedial classes. Students scoring below the cutoff receive more educational resources, but they are also placed in classes that are more segregated by race, socioeconomic status, and prior achievement. Increased tracking occurs not only in the remedial subject, but in other core subjects. These tracking effects are significantly larger and more likely to persist beyond the year of remediation for Black students.