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Missed signals: The effect of ACT college-readiness measures on post-secondary decisions
ARTICLE

, University of California ; , University of North Carolina ; , Santa Clara University, United States

Economics of Education Review Volume 46, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

In the face of shrinking government budgets and a growing need to train a high-skilled labor force, policymakers have become increasingly interested in cost-effective measures that induce more students to apply to and enroll in college. In this paper, we use a regression discontinuity design to identify the causal effect of students receiving information about their own college-readiness after taking the ACT on their subsequent college enrollment decisions. Using data from Colorado, where all high school students are required to take the ACT, we find that students who receive information that they are college-ready are no more likely to attend college than those that do not receive this information. We discuss possible reasons for these findings.

Citation

Foote, A., Schulkind, L. & Shapiro, T.M. (2015). Missed signals: The effect of ACT college-readiness measures on post-secondary decisions. Economics of Education Review, 46(1), 39-51. Elsevier Ltd. Retrieved December 4, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2015.02.002

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