01379nam a22001697a 4500999001900000008004100019100002900060245008000089260004700169300003200216520067900248650010700927773004701034906001401081942000701095952010701102  c514165d514165201012b           ||||| |||| 00| 0 eng d  aCohodes, Sarah R.918531  aThe long-run impacts of specialized programming for high-achieving students  aAmerican Economic Journal: Economic Policy  a12(1), Feb, 2020: p. 127-66  aI 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  aAnalysis of Education, Economics of minorities, Races, Indigenous peoples, Labor discrimination918532  aAmerican Economic Journal: Economic Policy  aEDUCATION  cAR  00102ddc40709388182aIIPAbIIPAd2020-10-12h12(1), Feb, 2020: p. 127-66pAR123217r2020-10-12yAR