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Do College-Prep Programs Improve Long-Term Outcomes?

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  • C. Kirabo Jackson

Abstract

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 eleventh- and twelfth- 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-percent increase in earnings. While the study is based on non-experimental 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.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 17859.

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Date of creation: Feb 2012
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Publication status: published as You have free access to this content DO COLLEGE-PREPARATORY PROGRAMS IMPROVE LONG-TERM OUTCOMES? Economic Inquiry Volume 52, Issue 1, January 2014, Pages: 72–99, C. KIRABO JACKSON Article first published online : 18 OCT 2013, DOI: 10.1111/ecin.12040
Handle: RePEc:nbr:nberwo:17859

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  1. Philip Oreopoulos & Daniel Lang & Joshua Angrist, 2009. "Incentives and Services for College Achievement: Evidence from a Randomized Trial," American Economic Journal: Applied Economics, American Economic Association, American Economic Association, vol. 1(1), pages 136-63, January.
  2. John Bound & Michael F. Lovenheim & Sarah Turner, 2010. "Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources," American Economic Journal: Applied Economics, American Economic Association, American Economic Association, vol. 2(3), pages 129-57, July.
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Cited by:
  1. Scott A. Imberman & Michael F. Lovenheim, 2012. "Incentive Strength and Teacher Productivity: Evidence from a Group-Based Teacher Incentive Pay System," NBER Working Papers 18439, National Bureau of Economic Research, Inc.

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