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Cramming: Short- and Long-Run Effects. EdWorkingPaper No. 21-444

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Title: Cramming: Short- and Long-Run Effects. EdWorkingPaper No. 21-444
Language: English
Authors: Michael Gilraine, Jeffrey Penney, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2021.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 55
Publication Date: 2021
Document Type: Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Higher Education
Postsecondary Education
High Schools
Descriptors: Tests, Models, Scores, Test Coaching, Test Preparation, Standardized Tests, Repetition, Testing, Academic Achievement, Elementary School Students, Middle School Students, Mathematics, Language Arts, Data Analysis, College Entrance Examinations, Aptitude Tests, High Schools
Geographic Terms: North Carolina
Assessment and Survey Identifiers: SAT (College Admission Test), Preliminary Scholastic Aptitude Test
Abstract: An administrative rule allowed students who failed an exam to retake it shortly after, triggering strong `teach to the test' incentives to raise these students' test scores for the retake. We develop a model that accounts for truncation and find that these students score 0.14 standard deviations higher on the retest. Using a regression discontinuity design, we estimate thirty percent of these gains persist to the following year. These results provide evidence that test-focused instruction or `cramming' raises contemporaneous performance, but a large portion of these gains fade-out. Our findings highlight that persistence should be accounted for when comparing educational interventions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED671937
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Report
PubTypeId: report
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: 55
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: An administrative rule allowed students who failed an exam to retake it shortly after, triggering strong `teach to the test' incentives to raise these students' test scores for the retake. We develop a model that accounts for truncation and find that these students score 0.14 standard deviations higher on the retest. Using a regression discontinuity design, we estimate thirty percent of these gains persist to the following year. These results provide evidence that test-focused instruction or `cramming' raises contemporaneous performance, but a large portion of these gains fade-out. Our findings highlight that persistence should be accounted for when comparing educational interventions.
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  Data: As Provided
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  Data: 2025
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  Data: ED671937
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      – Text: English
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      – SubjectFull: Scores
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