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Minding the gap: academic outcomes from pre-college programs

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Listed:
  • Phoebe Kotlikoff
  • Ahmed S. Rahman
  • Katherine A. Smith

Abstract

This paper analyzes the effects of assignment to a one-year college preparatory program on academic performance in college. We use a large dataset of United States Naval Academy students from the 1988 to 2018 graduating classes, of which a little over 22% received remediation. Exploiting the Academy's unique admissions criteria, we instrument for pre-college treatment using the number and quality of other applicants originating from the same Congressional district. We find that these pre-college programs promote significant but short-lived improvements in academic grades. They also can encourage students to choose STEM-oriented majors, and promote retention by lowering voluntary exits.

Suggested Citation

  • Phoebe Kotlikoff & Ahmed S. Rahman & Katherine A. Smith, 2022. "Minding the gap: academic outcomes from pre-college programs," Education Economics, Taylor & Francis Journals, vol. 30(1), pages 3-28, January.
    • Handle: RePEc:taf:edecon:v:30:y:2022:i:1:p:3-28
    DOI: 10.1080/09645292.2021.1931664
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    References listed on IDEAS

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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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