The long-run impacts of specialized programming for high-achieving students
By: Cohodes, Sarah R
.
Material type: 
BookPublisher: American Economic Journal: Economic Policy Description: 12(1), Feb, 2020: p. 127-66.Subject(s): Analysis of Education, Economics of minorities, Races, Indigenous peoples, Labor discrimination
In:
American Economic Journal: Economic PolicySummary: I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying "on track" throughout high school, with little evidence that AWC gains result from peer effects. - Reproduced
| Item type | Current location | Call number | Vol info | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
Articles
|
Indian Institute of Public Administration | 12(1), Feb, 2020: p. 127-66 | Available | AR123217 |
I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying "on track" throughout high school, with little evidence that AWC gains result from peer effects. - Reproduced
There are no comments for this item.