中文摘要
世界各地的学校系统利用学业成绩测试将学生分配至学校、班级和教学资源，包括补救教学。我们采用断点回归设计，研究佛罗里达州一项将成绩低于熟练度临界值的初中生编入补救教学班的政策。成绩低于临界值的学生获得了更多教育资源，但也被编入在种族、社会经济地位和既往成绩方面隔离程度更高的班级。这种分层教学的增加不仅出现在补救教学科目中，也出现在其他核心科目中。对于黑人学生，这些分层效应显著更大，且更有可能持续至补救教学实施年度之后。（JEL H75, I21, I28, J15）
Abstract
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. (JEL H75, I21, I28, J15)