The relatively low degree completion rate of U.S. college students has prompted debate over the extent to which the problem is attributable to the students or to their choice of colleges.  Estimating the impact of initial college choice is confounded by the non-random nature of college...

The relatively low degree completion rate of U.S. college students has prompted debate over the extent to which the problem is attributable to the students or to their choice of colleges. Estimating the impact of initial college choice is confounded by the non-random nature of college selection....

Recent empirical work has demonstrated the importance both of educational peer effects and of various factors that affect college choices. We connect these literatures by highlighting a previously unstudied determinant of college choice, namely the college choice made by one?s older sibling....

Using a rich data set of all SAT test takers from the 2004 through 2008 high school graduation cohorts, we investigate the impact of state‐specific school age‐of‐entry laws on students’ pathways into and through college. We document that these laws do not impact the probability that a...

We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1-5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively impacts college completion and subsequent exam taking....

In light of the sizeable financial and time investments associated with obtaining a postsecondary degree, the choice of where to apply and enroll should be a deliberate and thoughtful process. In this paper we exploit changes in application fees and admissions essay requirements, to demonstrate...

In this paper, I examine the impact of legacy status on admissions decisions at 30 highly selective colleges and universities. Unlike other quantitative studies addressing this topic, I use conditional logistic regression with fixed effects for colleges to draw conclusions about the impact of...

We study an intensive math instruction policy that assigned low-skilled ninth graders to an algebra course that doubled instructional time, altered peer composition and emphasized problem solving skills. A regression discontinuity design shows substantial positive impacts of double-dose algebra...

This paper provides new evidence on tracking by studying an innovative curriculum implemented by Chicago Public Schools (CPS). In 2003, CPS enacted a double-dose algebra policy requiring 9th grade students with 8th grade math scores below the national median to take two periods of algebra...