Giving college credit where it is due: Advanced placement exam scores and college outcomes
We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1–5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively affects college completion and subsequent exam-taking. Specif...
Gespeichert in:
| Veröffentlicht in: | Journal of labor economics 2017, Vol.35 (1), p.67-147 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 147 |
|---|---|
| container_issue | 1 |
| container_start_page | 67 |
| container_title | Journal of labor economics |
| container_volume | 35 |
| creator | Smith, Jonathan Hurwitz, Michael Avery, Christopher |
| description | We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1–5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively affects college completion and subsequent exam-taking. Specifically, attaining credit-granting integer scores increases the probability that a student will receive a bachelor’s degree within 4 years by 1–2 percentage points per exam. We also find that receiving a score of 3 over a 2 on junior year AP exams causes students to take between 0.06 and 0.14 more AP exams senior year. |
| doi_str_mv | 10.1086/687568 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_uchic</sourceid><recordid>TN_cdi_uchicagopress_journals_687568</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>26553251</jstor_id><sourcerecordid>26553251</sourcerecordid><originalsourceid>FETCH-LOGICAL-c507t-9926b75361520e895b0a7cc94ca26824aa62331cf3e58713f4c320f2fafaf6673</originalsourceid><addsrcrecordid>eNqN0N1LwzAQAPAgCs6p_4AIBT_YSzWfl_RRhk5h4IuCbyVL0y6jW2vSKv73RipTfDL3kMD9uNwdQscEXxGs4BqUFKB20IgIJlPBsNxFIywZTxmGl310EMIKxyM5jNDFzL25TZWYpq5tZRPjbeG65H1pvU3iw4Wk6O0h2it1HezR9z1Gz3e3T9P7dP44e5jezFMjsOzSLKOwkIIBERRblYkF1tKYjBtNQVGuNVDGiCmZFUoSVnLDKC5pqWMASDZGk6Fu65vX3oYuX7tgbF3rjW36kBMFADzjIov07A9dNb3fxO6iEnE6SRWP6nJQxjcheFvmrXdr7T9ygvOvbeXDtiI8H2Bvls7oqmm9DeGn5pZN_sHytigjPR3oKnSN3_5LQQhGBYn5kyFfuPZXW4QyiQX7BFQFhbs</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1850077284</pqid></control><display><type>article</type><title>Giving college credit where it is due: Advanced placement exam scores and college outcomes</title><source>Jstor Complete Legacy</source><source>Business Source Complete</source><creator>Smith, Jonathan ; Hurwitz, Michael ; Avery, Christopher</creator><creatorcontrib>Smith, Jonathan ; Hurwitz, Michael ; Avery, Christopher</creatorcontrib><description>We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1–5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively affects college completion and subsequent exam-taking. Specifically, attaining credit-granting integer scores increases the probability that a student will receive a bachelor’s degree within 4 years by 1–2 percentage points per exam. We also find that receiving a score of 3 over a 2 on junior year AP exams causes students to take between 0.06 and 0.14 more AP exams senior year.</description><identifier>ISSN: 0734-306X</identifier><identifier>EISSN: 1537-5307</identifier><identifier>DOI: 10.1086/687568</identifier><language>eng</language><publisher>Chicago: The University of Chicago Press</publisher><subject>Absolvent ; Academic degrees ; Advanced Placement program ; Bildungsniveau ; College students ; Probability ; Schüler ; Student ; Studienfinanzierung ; Studies ; USA</subject><ispartof>Journal of labor economics, 2017, Vol.35 (1), p.67-147</ispartof><rights>2016 by The University of Chicago</rights><rights>2016 by The University of Chicago. All rights reserved.</rights><rights>Copyright University of Chicago, acting through its Press Jan 2017</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c507t-9926b75361520e895b0a7cc94ca26824aa62331cf3e58713f4c320f2fafaf6673</citedby><cites>FETCH-LOGICAL-c507t-9926b75361520e895b0a7cc94ca26824aa62331cf3e58713f4c320f2fafaf6673</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26553251$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26553251$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,4010,27900,27901,27902,57992,58225</link.rule.ids><backlink>$$Uhttp://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=1123705$$DAccess content in the German Education Portal$$Hfree_for_read</backlink></links><search><creatorcontrib>Smith, Jonathan</creatorcontrib><creatorcontrib>Hurwitz, Michael</creatorcontrib><creatorcontrib>Avery, Christopher</creatorcontrib><title>Giving college credit where it is due: Advanced placement exam scores and college outcomes</title><title>Journal of labor economics</title><description>We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1–5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively affects college completion and subsequent exam-taking. Specifically, attaining credit-granting integer scores increases the probability that a student will receive a bachelor’s degree within 4 years by 1–2 percentage points per exam. We also find that receiving a score of 3 over a 2 on junior year AP exams causes students to take between 0.06 and 0.14 more AP exams senior year.</description><subject>Absolvent</subject><subject>Academic degrees</subject><subject>Advanced Placement program</subject><subject>Bildungsniveau</subject><subject>College students</subject><subject>Probability</subject><subject>Schüler</subject><subject>Student</subject><subject>Studienfinanzierung</subject><subject>Studies</subject><subject>USA</subject><issn>0734-306X</issn><issn>1537-5307</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><recordid>eNqN0N1LwzAQAPAgCs6p_4AIBT_YSzWfl_RRhk5h4IuCbyVL0y6jW2vSKv73RipTfDL3kMD9uNwdQscEXxGs4BqUFKB20IgIJlPBsNxFIywZTxmGl310EMIKxyM5jNDFzL25TZWYpq5tZRPjbeG65H1pvU3iw4Wk6O0h2it1HezR9z1Gz3e3T9P7dP44e5jezFMjsOzSLKOwkIIBERRblYkF1tKYjBtNQVGuNVDGiCmZFUoSVnLDKC5pqWMASDZGk6Fu65vX3oYuX7tgbF3rjW36kBMFADzjIov07A9dNb3fxO6iEnE6SRWP6nJQxjcheFvmrXdr7T9ygvOvbeXDtiI8H2Bvls7oqmm9DeGn5pZN_sHytigjPR3oKnSN3_5LQQhGBYn5kyFfuPZXW4QyiQX7BFQFhbs</recordid><startdate>2017</startdate><enddate>2017</enddate><creator>Smith, Jonathan</creator><creator>Hurwitz, Michael</creator><creator>Avery, Christopher</creator><general>The University of Chicago Press</general><general>University of Chicago Press</general><general>University of Chicago, acting through its Press</general><scope>9S6</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>2017</creationdate><title>Giving college credit where it is due</title><author>Smith, Jonathan ; Hurwitz, Michael ; Avery, Christopher</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c507t-9926b75361520e895b0a7cc94ca26824aa62331cf3e58713f4c320f2fafaf6673</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Absolvent</topic><topic>Academic degrees</topic><topic>Advanced Placement program</topic><topic>Bildungsniveau</topic><topic>College students</topic><topic>Probability</topic><topic>Schüler</topic><topic>Student</topic><topic>Studienfinanzierung</topic><topic>Studies</topic><topic>USA</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Smith, Jonathan</creatorcontrib><creatorcontrib>Hurwitz, Michael</creatorcontrib><creatorcontrib>Avery, Christopher</creatorcontrib><collection>FIS Bildung Literaturdatenbank</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>Journal of labor economics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Smith, Jonathan</au><au>Hurwitz, Michael</au><au>Avery, Christopher</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Giving college credit where it is due: Advanced placement exam scores and college outcomes</atitle><jtitle>Journal of labor economics</jtitle><date>2017</date><risdate>2017</risdate><volume>35</volume><issue>1</issue><spage>67</spage><epage>147</epage><pages>67-147</pages><issn>0734-306X</issn><eissn>1537-5307</eissn><abstract>We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1–5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively affects college completion and subsequent exam-taking. Specifically, attaining credit-granting integer scores increases the probability that a student will receive a bachelor’s degree within 4 years by 1–2 percentage points per exam. We also find that receiving a score of 3 over a 2 on junior year AP exams causes students to take between 0.06 and 0.14 more AP exams senior year.</abstract><cop>Chicago</cop><pub>The University of Chicago Press</pub><doi>10.1086/687568</doi><tpages>81</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0734-306X |
| ispartof | Journal of labor economics, 2017, Vol.35 (1), p.67-147 |
| issn | 0734-306X 1537-5307 |
| language | eng |
| recordid | cdi_uchicagopress_journals_687568 |
| source | Jstor Complete Legacy; Business Source Complete |
| subjects | Absolvent Academic degrees Advanced Placement program Bildungsniveau College students Probability Schüler Student Studienfinanzierung Studies USA |
| title | Giving college credit where it is due: Advanced placement exam scores and college outcomes |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-08T11%3A37%3A40IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_uchic&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Giving%20college%20credit%20where%20it%20is%20due:%20Advanced%20placement%20exam%20scores%20and%20college%20outcomes&rft.jtitle=Journal%20of%20labor%20economics&rft.au=Smith,%20Jonathan&rft.date=2017&rft.volume=35&rft.issue=1&rft.spage=67&rft.epage=147&rft.pages=67-147&rft.issn=0734-306X&rft.eissn=1537-5307&rft_id=info:doi/10.1086/687568&rft_dat=%3Cjstor_uchic%3E26553251%3C/jstor_uchic%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1850077284&rft_id=info:pmid/&rft_jstor_id=26553251&rfr_iscdi=true |