Surprising Ripple Effects: How Changing the SAT Score-Sending Policy for Low-Income Students Impacts College Access and Success

Autor/inn/en	Hurwitz, Michael; Mbekeani, Preeya P.; Nipson, Margaret M.; Page, Lindsay C.
Titel	Surprising Ripple Effects: How Changing the SAT Score-Sending Policy for Low-Income Students Impacts College Access and Success
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 1, S.77-103 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716665198
Schlagwörter	College Entrance Examinations; Low Income Students; Reports; Access to Education; Bachelors Degrees; College Applicants; Selective Admission; Colleges; College Attendance; Graduation Rate; Enrollment; Statistical Analysis; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Abschlussbericht; Berichten; Education; Access; Bildung; Zugang; Bildungszugang; 'Bachelor''s degrees'; Bachelor-Studiengang; College applications; Studienbewerber; Bildungsselektion; College; Hochschule; Fachhochschule; Colleges; Attendance; Anwesenheit; Einschulung; Statistische Analyse
Abstract	Subtle policy adjustments can induce relatively large "ripple effects." We evaluate a College Board initiative that increased the number of free SAT score reports available to low-income students and changed the time horizon for using these score reports. Using a difference-in-differences analytic strategy, we estimate that targeted students were roughly 10 percentage points more likely to send eight or more reports. The policy improved on-time college attendance and 6-year bachelor's completion by about 2 percentage points. Impacts were realized primarily by students who were competitive candidates for 4-year college admission. The bachelor's completion impacts are larger than would be expected based on the number of students driven by the policy change to enroll in college and to shift into more selective colleges. The unexplained portion of the completion effects may result from improvements in nonacademic fit between students and the postsecondary institutions in which they enroll. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01