Table 6.
Regression discontinuity estimates of the effects of white vs. gold ID card eligibility on student achievement and behavior, 2011–12 Live Oak and Mann students.
| Reduced form point estimate | Standardized effect | First Stage | N | |
|---|---|---|---|---|
| ELA CST (Bandwidth=13.3) | −20.42** (−2.67) | −0.35 | .60 ** | 1,328 |
| Math CST (Bandwidth=12.3) | −7.57 (−0.58) | −0.10 | .61 ** | 1,321 |
| ELA exit exam (Bandwidth=9.3) | −22.17* (−2.44) | −0.67 | .68 ** | 395 |
| Math exit exam (Bandwidth=10.0) | 5.20 (0.53) | 0.14 | .70 ** | 398 |
| ELA grades (Bandwidth=2.4) | −1.56** (−2.82) | −1.46 | .55 * | 1,803 |
| Math grades (Bandwidth=3.5) | −0.84* (−2.09) | −0.80 | .52 ** | 1,654 |
| Suspensions (Bandwidth=5.9) | 2.96 (1.43) | 0.26 | .58 ** | 1,805 |
NOTE: Regression discontinuity models estimated via local linear regression using a triangle kernel and optimal bandwidths (Imbens and Kalyanaraman, 2011). Standardized effects report the reduced form point estimate in terms of the 2012 Sudden Valley Unified standard deviation for the outcome. CST data are available for students in grades 9–11; exit exam data are available only for 10th graders; grades and suspensions are available for all 9th–12th graders. Z-statistics from standard errors clustered at the school-level are reported in parentheses.
*
p<0.05;
**
p<0.01