Giving College Credit Where It Is Due: Advanced Placement Exam Scores and College Outcomes

• 成果类型: Article
• 署名作者: Smith, Jonathan; Hurwitz, Michael; Avery, Christopher
• 署名单位: Harvard University
• 刊物名称: JOURNAL OF LABOR ECONOMICS
• ISSN/ISSBN: 0734-306X
• DOI: 10.1086/687568
• 发表日期: 2017
• 页码: 67-147
• 关键词: regression-discontinuity design

摘要

We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1-5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively affects college completion and subsequent exam-taking. Specifically, attaining credit-granting integer scores increases the probability that a student will receive a bachelor's degree within 4 years by 1-2 percentage points per exam. We also find that receiving a score of 3 over a 2 on junior year AP exams causes students to take between 0.06 and 0.14 more AP exams senior year.