DO COLLEGE‐PREPARATORY PROGRAMS IMPROVE LONG‐TERM OUTCOMES?
DO COLLEGE‐PREPARATORY PROGRAMS IMPROVE LONG‐TERM OUTCOMES?
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大学预科课程可以改善长期成果吗？
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
C. Jackson
中科院分区：
文献类型：
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作者：
C. Jackson
本文分析了在市中心学校实施的大学预科项目的长期影响，该项目除了向11年级和12年级的学生及其教师支付通过大学先修课程（AP）考试的分数外，还提供教师培训。受影响的学生通过了更多的AP考试，更有可能在大学一年级和二年级之后继续留在大学，并获得更高的工资。对西班牙裔学生的影响尤其明显，他们的大学学位获得率增加了2.5个百分点，收入增加了11%。虽然该研究是基于非实验变异，但结果在各种质量标准下均具有稳健性，并且排除了大多数可能的偏倚来源。研究结果提供了可信的证据，证明在现有的城市学校实施高质量的大学预科课程可以改善弱势青年的长期教育和劳动力市场成果。
This paper presents an analysis of the longer‐run effects of a college‐preparatory program implemented in inner‐city schools that provided teacher training in addition to payments to 11th‐ and 12th‐grade students and their teachers for passing scores on Advanced Placement (AP) exams. Affected students passed more AP exams, were more likely to remain in college beyond their first and second years, and earned higher wages. Effects are particularly pronounced for Hispanic students who experienced a 2.5‐percentage‐point increase in college degree attainment and an 11% increase in earnings. While the study is based on nonexperimental variation, the results are robust across a variety of specifications, and most plausible sources of bias are ruled out. The results provide credible evidence that implementing high‐quality college‐preparatory programs in existing urban schools can improve the long‐run educational and labor‐market outcomes of disadvantaged youth.