ERIC Number: ED562622
Record Type: Non-Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 29
Experimentally Estimated Impacts of School Vouchers on College Enrollment and Degree Attainment. Program on Education Policy and Governance Working Papers Series. PEPG 15-01
Chingos, Matthew M.; Peterson, Paul E.
Program on Education Policy and Governance
We provide the first experimental estimates of the long-term impacts of a voucher to attend private school by linking data from a privately sponsored voucher initiative in New York City, which awarded the scholarships by lottery to low-income families, to administrative records on college enrollment and degree attainment. We find no significant effects on college enrollment or four-year degree attainment of the offer of a voucher. However, we find substantial, marginally significant impacts for minority students and large, significant impacts for the children of women born in the United States. Negative point estimates for the children of non-minority and foreign-born mothers are not statistically significant at conventional levels. The information needed to match students to administrative data on postsecondary outcomes was available for 99 percent of the sample. We find evidence of substantial bias due to attrition in the original evaluation, which relied on data collected at follow-up sessions.
Descriptors: Educational Vouchers, College Attendance, College Graduates, Academic Degrees, Program Effectiveness, Correlation, Minority Group Students, Statistical Analysis, Private Schools, Low Income Groups, Scholarships, Regression (Statistics), Immigrants, Academic Persistence
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: firstname.lastname@example.org; Web site: http://www.hks.harvard.edu/pepg
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: William E. Simon Foundation; Searle Freedom Trust
Authoring Institution: Harvard University, Program on Education Policy and Governance
Identifiers - Location: New York