How College Students Use Advanced Placement Credit. CEPA Working Paper No. 18-20

Autor/in	Evans, Brent J.
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	How College Students Use Advanced Placement Credit. CEPA Working Paper No. 18-20
Quelle	(2018), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; College Credits; Advanced Placement Programs; Time to Degree; Advanced Courses; Majors (Students); Enrollment; Student Employment; Graduate Study; Student Characteristics; Low Income Students; High School Students + Suchen Sie Ihr Suchwort? Collegestudent; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Fortgeschrittenenunterricht; Einschulung; Studentenarbeit; Aufbaustudium; Graduiertenstudium; Hauptstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and taking more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01