The Long-Run Impacts of Specialized Programming for High-Achieving Students

• 成果类型: Article
• 署名作者: Cohodes, Sarah R.
• 署名单位: Columbia University; Columbia University Teachers College; National Bureau of Economic Research
• 刊物名称: AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY
• ISSN/ISSBN: 1945-7731
• DOI: 10.1257/pol.20180315
• 发表日期: 2020
• 页码: 127-166
• 关键词: regression-discontinuity; school choice; education; identification; teachers; returns; boston; manipulation; achievement; tracking

摘要

I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying on track throughout high school, with little evidence that AWC gains result from peer effects.