Do College-Prep Programs Improve Long-Term Outcomes? NBER Working Paper No. 17859

Autor/in	Jackson, C. Kirabo
Institution	National Bureau of Economic Research
Titel	Do College-Prep Programs Improve Long-Term Outcomes? NBER Working Paper No. 17859
Quelle	(2012) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; Academic Achievement; Labor Market; College Preparation; Outcomes of Education; Curriculum Implementation; Advanced Placement Programs; Grade 11; Grade 12; Incentives; Disadvantaged; Outcome Measures; Educational Attainment; Education Work Relationship; High School Students; Secondary School Teachers; Program Effectiveness; Advanced Placement Examinations (CEEB) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Labour market; Arbeitsmarkt; Lernleistung; Schulerfolg; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Anreiz; Bildungsabschluss; Bildungsgut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	I analyze the longer-run effects of a college-preparatory program implemented in inner-city schools that included payments to eleventh- and twelfth- grade students and their teachers for passing scores on Advanced Placement exams. Affected students attended college in greater numbers, were more likely to remain in college beyond their first year, more likely to earn a college degree, more likely to be employed, and earned higher wages. This is the first credible evidence that implementing college-preparatory programs in existing urban schools can improve both the long-run educational and labor market outcomes of disadvantaged students. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10