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| Titre : | Student effort response to shifts in university admission policies (2023) |
| Auteurs : | Viviana Rodriguez |
| Type de document : | Article : document électronique |
| Dans : | Economics of Education Review (Vol. 93, April 2023) |
| Article en page(s) : | Article 102367 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ACCES A L'ENSEIGNEMENT SUPERIEUR ; UNIVERSITE ; SELECTION ; LYCEEN ; REUSSITE SCOLAIRE ; ORIENTATION SCOLAIRE-PROFESSIONNELLE ; ETATS UNIS |
| Résumé : | Policies which change the incentives students face are important levers for policymakers to improve learning. I study a statewide postsecondary admissions policy in North Carolina which introduces minimum admission standards for students wishing to attend college in-state. Regression discontinuity estimates show that high school students respond by increasing GPA and decreasing absences and suspensions, suggesting increased engagement. However, I find that the boost in GPA is driven by students substituting away from demanding coursework. Finally, I document stark heterogeneity of response across demographics, as minority and less affluent students have higher effort allocations but do not engage in strategic course-taking. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1016/j.econedurev.2023.102367 |
