Affirmative Action and Pre-College Human Capital. Working Paper 27779

Autor/inn/en	Akhtari, Mitra; Bau, Natalie; Laliberté, Jean-William P.
Institution	National Bureau of Economic Research
Titel	Affirmative Action and Pre-College Human Capital. Working Paper 27779
Quelle	(2020) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affirmative Action; College Entrance Examinations; White Students; Minority Group Students; Court Litigation; Scores; Grades (Scholastic); Attendance; College Applicants; Racial Differences; Human Capital; Texas; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Rechtsstreit; Notenspiegel; Anwesenheit; College applications; Studienbewerber; Rassenunterschied; Humankapital
Abstract	Racial affirmative action policies are widespread in college admissions. Yet, evidence on their effects before college is limited. Using four data sets, we study a U.S. Supreme Court ruling that reinstated affirmative action in three states. Using nationwide SAT data for difference-in-differences and synthetic control analyses, we separately identify the aggregate effects of affirmative action for whites and for underrepresented minorities. Using state-wide Texas administrative data, we measure the effect of affirmative action on racial gaps across the pre-treatment test score distribution. When affirmative action is re-instated, racial gaps in SAT scores, grades, attendance, and college applications fall. Average SAT scores for both whites and minorities increase, suggesting that reductions in racial gaps are driven by improvements in minorities' outcomes. Increases in pre-college human capital and college applications are concentrated in the top half of the test score distribution. [Support from the Lab for Economic Applications and Policy and the Connaught Fund.] (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	2024/1/01