Asset Details
Do you wish to reserve the book?
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
Do you wish to request the book?
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
2013
Overview
This paper examines the effect of early childhood investments on college enrollment and degree completion. We used the random assignment in Project STAR (the Tennessee Student/Teacher Achievement Ratio experiment) to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually detailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We found that assignment to a small class increases students' probability of attending college by 2.7 percentage points, with effects more than twice as large among black students. Among students enrolled in the poorest third of schools, the effect is 7.3 percentage points. Smaller classes increased the likelihood of earning a college degree by 1.6 percentage points and shifted students toward high-earning fields such as STEM (science, technology, engineering, and mathematics), business, and economics. We found that test-score effects at the time of the experiment were an excellent predictor of long-term improvements in postsecondary outcomes.
