| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w21395 |
| 来源ID | Working Paper 21395 |
| Objective Course Placement and College Readiness: Evidence from Targeted Middle School Math Acceleration | |
| Shaun Dougherty; Joshua Goodman; Darryl Hill; Erica Litke; Lindsay C. Page | |
| 发表日期 | 2015-07-27 |
| 出版年 | 2015 |
| 语种 | 英语 |
| 摘要 | Advanced math coursework can affect college and labor market outcomes, yet discretionary placement policies can lead to differential access at key points in the college preparatory pipeline. We examine a targeted approach to course assignment that uses prior test scores to identify middle school students deemed qualified for a college preparatory math sequence. Accelerated math placement of relatively low-skilled middle schoolers increases the fraction later enrolling in Precalculus by one-seventh, and by over one-third for female and non-low income students. Acceleration increases college readiness and intentions to pursue a bachelor’s degree. Course placement rules based on objective measures can identify students capable of completing rigorous coursework but whom discretionary systems might overlook. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w21395 |
| 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/579070 |
| 推荐引用方式 GB/T 7714 | Shaun Dougherty,Joshua Goodman,Darryl Hill,et al. Objective Course Placement and College Readiness: Evidence from Targeted Middle School Math Acceleration. 2015. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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