000			01260nam a22001577a 4500
999			_c514165 _d514165
008			201012b ||||| |||| 00| 0 eng d
100			_aCohodes, Sarah R. _918531
245			_aThe long-run impacts of specialized programming for high-achieving students
260			_aAmerican Economic Journal: Economic Policy
300			_a12(1), Feb, 2020: p. 127-66
520			_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
650			_aAnalysis of Education, Economics of minorities, Races, Indigenous peoples, Labor discrimination _918532
773			_aAmerican Economic Journal: Economic Policy
906			_aEDUCATION
942			_cAR