ERIC Number: ED522831
Record Type: Non-Journal
Publication Date: 2011-Aug
Abstractor: As Provided
Reference Count: N/A
Exam High Schools and Academic Achievement: Evidence from New York City. NBER Working Paper No. 17286
Dobbie, Will; Fryer, Roland G., Jr.
National Bureau of Economic Research
Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide the first causal estimate of the impact of attending an exam school in the United States on longer term academic outcomes. Attending an exam school increases the rigor of high school courses taken and the probability that a student graduates with an advanced high school degree. Surprisingly, however, attending an exam school has little impact on Scholastic Aptitude Test scores, college enrollment, or college graduation--casting doubt on their ultimate long term impact.
Descriptors: Public Schools, High Schools, Selective Admission, Urban Schools, Admission (School), Outcomes of Education, Graduation, Enrollment, Scores, College Entrance Examinations
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Evaluative
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: National Bureau of Economic Research
Identifiers - Location: New York
Identifiers - Assessments and Surveys: SAT (College Admission Test)