Who Benefits from Selective Education? Evidence from Elite Boarding School Admissions

Autor/in	Shi, Ying
Titel	Who Benefits from Selective Education? Evidence from Elite Boarding School Admissions
Quelle	(2019), (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Selective Admission; Boarding Schools; Secondary Schools; Academically Gifted; Disproportionate Representation; Disadvantaged Youth; STEM Education; Achievement Gap; Peer Influence; Program Effectiveness; Competition; College Entrance Examinations; Gender Differences; Racial Differences; Ethnicity; Academic Achievement; Postsecondary Education; College Attendance; Educational Attainment; College Graduates; North Carolina; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Bildungsselektion; Boarding school; Internat; Sekundarschule; Benachteiligter Jugendlicher; STEM; Wettkampf; Aufnahmeprüfung; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Schulleistung; Post-secondary education; Tertiäre Bildung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Bildungsabschluss; Bildungsgut; Hochschulabsolvent; Hochschulabsolventin
Abstract	Existing research finds minimal gains from attending elite US secondary schools. This paper estimates the causal effect of attending a selective public boarding school, an institutional model increasingly used by states to serve academically gifted students. Regression discontinuity estimates using multiple admissions thresholds show math score gains and college application and enrollment patterns that shift away from less competitive colleges. Effects are concentrated among minorities, students with lower prior individual achievement, from rural neighborhoods, or lower-achieving sending schools. The opportunity to attend selective boarding schools reduces the tendency of disadvantaged or under-represented students to attend a less selective college by at least one-quarter. [This is the in press version of an article published in "Economics of Education Review."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01