Exam High Schools and Academic Achievement: Evidence from New York City / Will Dobbie, Roland G. Fryer, Jr..

Format:

Book

Author/Creator:

Dobbie, Will.

Contributor:

National Bureau of Economic Research.

Fryer, Roland G, Jr.

Series:

Working Paper Series (National Bureau of Economic Research) no. w17286.

NBER working paper series no. w17286

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Other Title:

Exam High Schools and Academic Achievement

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2011.

Summary:

Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide the first causal estimate of the impact of attending an exam school in the United States on longer term academic outcomes. Attending an exam school increases the rigor of high school courses taken and the probability that a student graduates with an advanced high school degree. Surprisingly, however, attending an exam school has little impact on Scholastic Aptitude Test scores, college enrollment, or college graduation -- casting doubt on their ultimate long term impact.

Notes:

Print version record

August 2011.