You are here:

Can you leave high school behind?

, Department of Economics, United States ; , Lyndon B. Johnson School of Public Affairs, University of Texas at Austin and Department of Economics, United States ; , Charles A. Dana Center, United States ; , Lyndon B. Johnson School of Public Affairs, United States

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


In recent years, many states, including California, Texas, and Oregon, have changed admissions policies to increase access to public universities for students from lower socioeconomic backgrounds. A key concern, however, is how these students will perform. This paper examines the relationship between high school quality and student success in college. Using administrative data from the University of Texas at Austin, we take advantage of the unique policy environment provided by Texas's Top 10% automatic admissions law, which has not only increased the diversity of high schools in the state that send students to the university, but also provides an admission criteria based on a sole observable characteristic: high school class rank. We find that high school characteristics do affect student performance, and these effects seem more pronounced for women and low-income students. In addition, there is little evidence that the effects of high school characteristics decay over students’ time in college.


Black, S.E., Lincove, J., Cullinane, J. & Veron, R. (2015). Can you leave high school behind?. Economics of Education Review, 46(1), 52-63. Elsevier Ltd. Retrieved November 25, 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:



View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References