2015
DOI: 10.2139/ssrn.2662160
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Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration

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Cited by 3 publications
(5 citation statements)
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“…The HSGPA was a significant predictor of postsecondary success in models that were created to investigate the data that did not include immediate college enrollment or college persistence. These findings substantiate previous research that indicates that academic preparation as represented by cumulative grade point average was positively related to college graduation [20][21][22][50][51][52][53][54][55][56][57][58][59][60][61][62]. Counter to the findings of DesJardins et al but in keeping with more recent findings of Pike et al, the impact of high school performance stays relatively constant for all benchmarks of postsecondary success [20,23].…”
Section: Discussionsupporting
confidence: 90%
See 1 more Smart Citation
“…The HSGPA was a significant predictor of postsecondary success in models that were created to investigate the data that did not include immediate college enrollment or college persistence. These findings substantiate previous research that indicates that academic preparation as represented by cumulative grade point average was positively related to college graduation [20][21][22][50][51][52][53][54][55][56][57][58][59][60][61][62]. Counter to the findings of DesJardins et al but in keeping with more recent findings of Pike et al, the impact of high school performance stays relatively constant for all benchmarks of postsecondary success [20,23].…”
Section: Discussionsupporting
confidence: 90%
“…In Arkansas and Texas, taking Algebra II did not help students to become more college and career ready by the end of high school. A study of the policy in North Carolina found that students who took 8th grade algebra were more likely to repeat the course and they performed less well in subsequent math courses [51]. These results are similar to the results found in an analysis of the California program to provide algebra for all students [52].…”
Section: College and Career Readinesssupporting
confidence: 65%
“…Our finding on verbal skills and college enrollment adds to a large literature that studies the impact of math and verbal skills on wages and subject specific schooling curriculum on wages, which has primarily focused on the importance of math (Levine and Zimmerman, 1995;Rose and Betts, 2004;Joensen and Nielsen, 2009;Altonji et al, 2012;Dougherty et al, 2015). One consequence of our result is that if verbal skills have a predominant effect on college enrollment, then caution needs to be exercised when interpreting regressions of skills on labor market outcomes that also control for the endogenous variable education (Betts, 1995;Neal and Johnson, 1996).…”
Section: Introductionmentioning
confidence: 54%
“…These results are consistent with our findings for the ASVAB subject tests, where the return to the verbal skills goes from positive and statistically significant to statistically insignificant once the control for schooling level is added. To conclude, the fact that controlling for schooling largely undermines the role of verbal skills on wages may partially explain why the economics literature (Levine and Zimmerman, 1995;Joensen and Nielsen, 2009;Cortes et al, 2015;Dougherty et al, 2015) and policymakers (e.g. the "Algebra-for-All" movement, Loveless (2008)) have mainly prioritized their attention to math skills over verbal skills (Long et al, 2012).…”
Section: Undermining the Returns To Verbal Skills: The Role Of Intermediate Outcomesmentioning
confidence: 99%
“…Students with lower initial skills might not be able to deal with the increased pace of learning (Cuhna and Heckman, 2007); or, it might be the case that students experience difficulties in absorbing the additional knowledge that they are exposed to in earlier grades (Clotfelter et al, 2015;Dougherty et al, 2015). Also, while students may realize these benefits each year, prior research on other educational interventions suggests that 5 About 475 additional hours allocated across grades five to nine (2.5 hours per week × 38 school weeks × 5 grades), or 41 percent of the instruction time (1,150 hours) allocated on average to each of these grades pre-reform.…”
Section: Introductionmentioning
confidence: 99%