| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w17286 |
| 来源ID | Working Paper 17286 |
| Exam High Schools and Academic Achievement: Evidence from New York City | |
| Will Dobbie; Roland G. Fryer, Jr. | |
| 发表日期 | 2011-08-11 |
| 出版年 | 2011 |
| 语种 | 英语 |
| 摘要 | Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide the first causal estimate of the impact of attending an exam school in the United States on longer term academic outcomes. Attending an exam school increases the rigor of high school courses taken and the probability that a student graduates with an advanced high school degree. Surprisingly, however, attending an exam school has little impact on Scholastic Aptitude Test scores, college enrollment, or college graduation -- casting doubt on their ultimate long term impact. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics |
| URL | https://www.nber.org/papers/w17286 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/574961 |
| 推荐引用方式 GB/T 7714 | Will Dobbie,Roland G. Fryer, Jr.. Exam High Schools and Academic Achievement: Evidence from New York City. 2011. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w17286.pdf（1095KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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