High-School Exit Examinations and the Schooling Decisions of Teenagers: A Multi-Dimensional Regression-Discontinuity Analysis
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The authors thank Carrie Conaway, the Director of Planning, Research, and Evaluation of the Massachusetts Department of Elementary and Secondary Education, for providing the data and for answering many questions about data collection procedures. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305E100013 to Harvard University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education or the National Bureau of Economic Research. Address correspondence to John Papay (email@example.com).