Working Paper: NBER ID: w21395
Authors: Shaun Dougherty; Joshua Goodman; Darryl Hill; Erica Litke; Lindsay C. Page
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.
Keywords: math acceleration; college readiness; course placement; educational policy
JEL Codes: I20; I24; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| targeted acceleration policy (O24) | fraction of students enrolling in precalculus (A21) |
| targeted acceleration policy (O24) | college readiness scores and aspirations (I24) |
| targeted acceleration policy (O24) | short-run test scores (D29) |