| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w21147 |
| 来源ID | Working Paper 21147 |
| Giving College Credit Where it is Due: Advanced Placement Exam Scores and College Outcomes | |
| Jonathan Smith; Michael Hurwitz; Christopher Avery | |
| 发表日期 | 2015-05-11 |
| 出版年 | 2015 |
| 语种 | 英语 |
| 摘要 | We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1-5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively impacts college completion and subsequent exam taking. Specifically, attaining credit-granting integer scores increases the probability that a student will receive a bachelor’s degree within four years by 1 to 2 percentage points per exam. We also find that receiving a score of 3 over a 2 on junior year AP exams causes students to take between 0.06 and 0.14 more AP exams senior year. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w21147 |
| 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/578822 |
| 推荐引用方式 GB/T 7714 | Jonathan Smith,Michael Hurwitz,Christopher Avery. Giving College Credit Where it is Due: Advanced Placement Exam Scores and College Outcomes. 2015. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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