Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
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关于童年投资对高等教育成就和学位完成影响的实验证据
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
D. Schanzenbach
中科院分区：
文献类型：
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作者：
S. Dynarski;Joshua Hyman;D. Schanzenbach
本文探讨了幼儿投资对大学入学和学位完成的影响。我们在 STAR 项目实验中使用随机分配来估计小学小班化对大学入学、大学选择和学位完成的影响。我们通过有关大学入学时间的异常详细的数据以及以前未探索的大学学位完成结果来改进该领域的现有工作。我们发现，分配到小班授课可以使上大学的概率提高 2.7 个百分点，对黑人的影响是其两倍多。在最贫困的三分之一学校就读的学生中，这一效应为 7.3 个百分点。小班授课可以将获得大学学位的可能性提高 1.6 个百分点，并将学生转向 STEM（科学、技术、工程和数学）、商业和经济等高收入领域。我们发现，实验时的测试分数效应是高等教育结果长期改善的良好预测指标。
This paper examines the effect of early childhood investments on college enrollment and degree completion. We use the random assignment in the Project STAR experiment to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually detailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We find that assignment to a small class increases the probability of attending college by 2.7 percentage points, with effects more than twice as large among blacks. Among students enrolled in the poorest third of schools, the effect is 7.3 percentage points. Smaller classes increase the likelihood of earning a college degree by 1.6 percentage points and shift students towards high-earning fields such as STEM (science, technology, engineering and mathematics), business and economics. We find that test score effects at the time of the experiment are an excellent predictor of long-term improvements in postsecondary outcomes.