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Giving college credit where it is due : advanced placement exam scores and college outcomes

Author: Jonathan Smith; Michael Hurwitz; Christopher Avery; National Bureau of Economic Research,
Publisher: Cambridge, Mass. : National Bureau of Economic Research, 2015.
Series: Working paper series (National Bureau of Economic Research), no. 21147.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
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 impacts college completion and subsequent exam taking. Specifically, attaining credit-granting integer scores increases the probability that a student will receive a bachelor's  Read more...
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Details

Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jonathan Smith; Michael Hurwitz; Christopher Avery; National Bureau of Economic Research,
OCLC Number: 908854758
Notes: "May 2015"
Description: 1 online resource (56 unnumbered pages) : illustrations.
Series Title: Working paper series (National Bureau of Economic Research), no. 21147.
Responsibility: Jonathan Smith, Michael Hurwitz, Christopher Avery.

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 impacts 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 four years by 1 to 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.

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