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Ability signals and rigorous coursework: Evidence from AP Calculus participation

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  • Avery, Christopher
  • Goodman, Joshua

Abstract

Large racial gaps in rigorous math coursework enrollment are a barrier to improving college completion rates and access to careers in STEM. Perceptions of the math abilities of underrepresented minority students, whether by themselves or their schools, may contribute to such gaps. A regression discontinuity design with data on all Massachusetts public school students shows how receiving a positive ability signal affects subsequent enrollment in advanced high school math coursework. For Black or Hispanic students, particularly those with low reading scores, being labeled as “Advanced” on a 10th grade math test substantially increases the likelihood of later Advanced Placement Calculus course- and exam-taking. White or Asian students and those from higher income high schools show no such effects. Understanding how ability signals affect students’ and schools’ decisions about assignment to coursework may suggest further ways to address gaps in such enrollment.

Suggested Citation

  • Avery, Christopher & Goodman, Joshua, 2022. "Ability signals and rigorous coursework: Evidence from AP Calculus participation," Economics of Education Review, Elsevier, vol. 88(C).
    • Handle: RePEc:eee:ecoedu:v:88:y:2022:i:c:s0272775722000140
    DOI: 10.1016/j.econedurev.2022.102237
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    References listed on IDEAS

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    1. Dylan Conger & Alec I. Kennedy & Mark C. Long & Raymond McGhee, Jr., 2021. "The Effect of Advanced Placement Science on Students’ Skills, Confidence, and Stress," Journal of Human Resources, University of Wisconsin Press, vol. 56(1), pages 93-124.
    2. Christopher Avery & Oded Gurantz & Michael Hurwitz & Jonathan Smith, 2018. "Shifting College Majors in Response to Advanced Placement Exam Scores," Journal of Human Resources, University of Wisconsin Press, vol. 53(4), pages 918-956.
    3. Sarah R. Cohodes & Joshua S. Goodman, 2014. "Merit Aid, College Quality, and College Completion: Massachusetts' Adams Scholarship as an In-Kind Subsidy," American Economic Journal: Applied Economics, American Economic Association, vol. 6(4), pages 251-285, October.
    4. Oded Gurantz, 2021. "How College Credit in High School Impacts Postsecondary Course-Taking: The Role of Advanced Placement Exams," Education Finance and Policy, MIT Press, vol. 16(2), pages 233-255, Spring.
    5. Goodman, Joshua, 2008. "Who merits financial aid?: Massachusetts' Adams Scholarship," Journal of Public Economics, Elsevier, vol. 92(10-11), pages 2121-2131, October.
    6. John P. Papay & Richard J. Murnane & John B. Willett, 2016. "The Impact of Test Score Labels on Human-Capital Investment Decisions," Journal of Human Resources, University of Wisconsin Press, vol. 51(2), pages 357-388.
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