ACT for All: The Effect of Mandatory College Entrance Exams on Postsecondary Attainment and Choice

Autor/in	Hyman, Joshua
Titel	ACT for All: The Effect of Mandatory College Entrance Exams on Postsecondary Attainment and Choice
Quelle	In: Education Finance and Policy, 12 (2017) 3, S.281-311 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00206
Schlagwörter	College Entrance Examinations; High School Students; Public Schools; Educational Finance; State Policy; Low Income Groups; College Attendance; Cost Effectiveness; Student Financial Aid; Student Characteristics; At Risk Students; Statistical Analysis; Student Records; Michigan; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Bildungsfonds; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Statistische Analyse; Schülerakte; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This paper examines the effects of requiring and paying for all public high school students to take a college entrance exam, a policy adopted by eleven states since 2001. I show that prior to the policy, for every ten poor students who score college-ready on the ACT or SAT, there are an additional five poor students who would score college-ready but who take neither exam. I use a difference-in-differences strategy to estimate the effects of the policy on postsecondary attainment and find small increases in enrollment at four-year institutions. The effects are concentrated among students less likely to take a college entrance exam in the absence of the policy and students in the poorest high schools. The students induced by the policy to enroll persist through college at approximately the same rate as their inframarginal peers. I calculate that the policy is more cost-effective than traditional student aid at boosting postsecondary attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01