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DO COLLEGE‐PREPARATORY PROGRAMS IMPROVE LONG‐TERM OUTCOMES?
Author(s) -
JACKSON C. KIRABO
Publication year - 2014
Publication title -
economic inquiry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.823
H-Index - 72
eISSN - 1465-7295
pISSN - 0095-2583
DOI - 10.1111/ecin.12040
Subject(s) - disadvantaged , earnings , point (geometry) , percentage point , demographic economics , variety (cybernetics) , economics , payment , educational attainment , term (time) , teacher quality , quality (philosophy) , psychology , mathematics education , labour economics , actuarial science , accounting , finance , operations management , economic growth , computer science , physics , geometry , mathematics , quantum mechanics , artificial intelligence , metric (unit) , philosophy , epistemology
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 . ( JEL I2, I24, J0)