Advanced Placement and Initial College Enrollment: Evidence from an Experiment. EdWorkingPaper No. 20-340

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Tytuł:: Advanced Placement and Initial College Enrollment: Evidence from an Experiment. EdWorkingPaper No. 20-340
Autorzy:: Conger, Dylan
Long, Mark C.
McGhee, Raymond
Annenberg Institute for School Reform at Brown University
Deskryptory:: Advanced Placement Programs
College Attendance
Enrollment
Science Instruction
Academic Aspiration
College Entrance Examinations
Scores
College Choice
College Readiness
Teaching Experience
Teacher Competencies
College Admission
Selective Admission
Human Capital
High School Students
College Bound Students
Student Characteristics
Racial Differences
Ethnicity
Academically Gifted
English Language Learners
Gender Differences
Język:: English
Źródło:: Annenberg Institute for School Reform at Brown University. 2020.
Dostępność:: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: ; Web site: http://www.annenberginstitute.org
Recenzowane naukowo:: N
Page Count:: 42
Data publikacji:: 2020
Sponsoring Agency:: National Science Foundation (NSF)
Contract Number:: 1220092
Typ dokumentu:: Reports - Research
Education Level:: Higher Education
Postsecondary Education
High Schools
Secondary Education
Assessment and Survey Identifiers:: High School Longitudinal Study of 2009 (NCES)
Abstractor:: As Provided
Data wpisu:: 2021
Numer akcesji:: ED610263
: Raport

Full Text from ERIC

To evaluate how Advanced Placement courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in 23 schools that had not previously offered the course. We find no substantial AP course effects on students' plans to enroll in college or on their college entrance exam scores. Yet AP course-takers enroll in less selective colleges than their control group counterparts. Negative treatment effects on college selectivity appear to be driven more by low student preparation than teacher inexperience and by students' matriculation decisions rather than institutional admissions decisions.

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