Do College-Prep Programs Improve Long-Term Outcomes?

C. Kirabo Jackson

NBER Working Paper No. 17859
Issued in February 2012, Revised in September 2012
NBER Program(s):Children, Economics of Education, Labor Studies, Public Economics

This paper presents an analysis of the longer-run effects of a college-preparatory program implemented in inner-city schools that provided teacher training in addition to payments to eleventh- and twelfth- grade students and their teachers for passing scores on Advanced Placement (AP) exams. Affected students passed more AP exams, were more likely to remain in college beyond their first and second years, and earned higher wages. Effects are particularly pronounced for Hispanic students who experienced a 2.5-percentage-point increase in college degree attainment and an 11-percent increase in earnings. While the study is based on non-experimental variation, the results are robust across a variety of specifications, and most plausible sources of bias are ruled out. The results provide credible evidence that implementing high-quality college-preparatory programs in existing urban schools can improve the long-run educational and labor market outcomes of disadvantaged youth.

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Document Object Identifier (DOI): 10.3386/w17859

Published: You have free access to this content DO COLLEGE-PREPARATORY PROGRAMS IMPROVE LONG-TERM OUTCOMES? Economic Inquiry Volume 52, Issue 1, January 2014, Pages: 72–99, C. KIRABO JACKSON Article first published online : 18 OCT 2013, DOI: 10.1111/ecin.12040

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