Institutional Affiliation: University of Missouri
|Take Two! SAT Retaking and College Enrollment Gaps|
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Only half of SAT-takers retake the exam, with even lower retake rates among low income and underrepresented minority (URM) students. We exploit discontinuous jumps in retake probabilities at multiples of 100, driven by left-digit bias, to estimate retaking’s causal effects. Retaking substantially improves SAT scores and increases four-year college enrollment rates, particularly for low income and URM students. Eliminating disparities in retake rates could close up to 10 percent of the income-based gap and up to seven percent of the race-based gap in four-year college enrollment rates of high school graduates.
Published: Joshua Goodman & Oded Gurantz & Jonathan Smith, 2020. "Take Two! SAT Retaking and College Enrollment Gaps," American Economic Journal: Economic Policy, vol 12(2), pages 115-158. citation courtesy of
|Shifting College Majors in Response to Advanced Placement Exam Scores|
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Mapping continuous raw scores from millions of Advanced Placement examinations onto the 1 to 5 integer scoring scale, we apply a regression discontinuity design to understand how students’ choice of college major is impacted by receiving a higher integer score despite similar exam performance to students who earned a lower integer score. Attaining higher scores increases the probability that a student will major in that exam subject by approximately 5 percent (0.64 percentage points), with some individual exams demonstrating increases in major choice by as much as 30 percent. These direct impacts of a higher score explain approximately 11 percent of the unconditional 64 percent (5.7 percentage points) gap in the probability of majoring in the same subject as the AP exam when attaining a...
Published: Christopher Avery & Oded Gurantz & Michael Hurwitz & Jonathan Smith, 2018. "Shifting College Majors in Response to Advanced Placement Exam Scores," Journal of Human Resources, vol 53(4), pages 918-956. citation courtesy of
|The Long Run Impacts of Merit Aid: Evidence from California’s Cal Grant|
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We examine the long-term impacts of California’s state-based financial aid by tracking students’ educational and labor force outcomes for up to 14 years after high school graduation. We identify program impacts by exploiting variation in eligibility rules using GPA and family income cutoffs that are ex ante unknown to applicants. Aid eligibility increases undergraduate and graduate degree completion, and for some subgroups, raises longer-run annual earnings and the likelihood that young adults reside in California. Aid eligibility has no impact on take-up of the Pell or federal tax credits for higher education. These findings suggest that the net cost of financial aid programs may frequently be overstated, though our results are too imprecise to provide exact cost-benefit estimates.
Published: American Economic Journal: Economic Policy, Vol. 11, No. 1, February 2019 (Pp. 64-94)