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Objective course placement and college readiness: Evidence from targeted middle school math acceleration
ARTICLE

, University of Connecticut, United States ; , Harvard University, United States ; , Wake County Public Schools, United States ; , University of Delaware, United States ; , University of Pittsburgh, United States

Economics of Education Review Volume 58, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

Advanced math coursework can affect college and labor market outcomes, yet discretionary placement policies can lead to differential access at key points in the college preparatory pipeline. We examine a targeted approach to course assignment that uses prior test scores to identify middle school students deemed qualified for a college preparatory math sequence. Accelerated math placement of relatively low-skilled middle schoolers increases the fraction later enrolling in Precalculus by one-seventh, and by over one-third for female and non-low income students. Acceleration increases college readiness and intentions to pursue a bachelor’s degree. Course placement rules based on objective measures can identify students capable of completing rigorous coursework but whom discretionary systems might overlook.

Citation

Dougherty, S.M., Goodman, J.S., Hill, D.V., Litke, E.G. & Page, L.C. (2017). Objective course placement and college readiness: Evidence from targeted middle school math acceleration. Economics of Education Review, 58(1), 141-161. Elsevier Ltd. Retrieved March 19, 2024 from .

This record was imported from Economics of Education Review on January 28, 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.2017.04.002