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Ruixue Jia - One of the best experts on this subject based on the ideXlab platform.

  • just above the exam cutoff score elite College Admission and wages in china
    Research Papers in Economics, 2021
    Co-Authors: Ruixue Jia
    Abstract:

    A burgeoning literature has documented the importance of elite Colleges. Yet, little is known about access to elite education and its labor market implications in China, a country that produces one in every five College graduates in the world. College Admission in China is governed by a single exam—the national College entrance exam, and the government sets Admission cutoff scores for elite Colleges. We examine the impacts of scoring above the elite-tier cutoff on a student's access to elite Colleges and wage outcomes after graduation, using the discontinuity around the cutoff score. By employing hand-collected survey data, we find that scoring above the cutoff not only increases the chance of entering an elite College but also raises a young person's first-job wages after graduation. We also find that those just above the cutoff have peers with higher scores and better social networks than those below the cutoff, but it is less clear whether the two groups use their time differently in College.

  • just above the exam cutoff score elite College Admission and wages in china
    Social Science Research Network, 2021
    Co-Authors: Ruixue Jia
    Abstract:

    A burgeoning literature has documented the importance of elite Colleges. Yet, little is known about access to elite education and its labor market implications in China, a country that produces one in every five College graduates in the world. College Admission in China is governed by a single exam—the national College entrance exam, and the government sets Admission cutoff scores for elite Colleges. We examine the impacts of scoring above the elite-tier cutoff on a student's access to elite Colleges and wage outcomes after graduation, using the discontinuity around the cutoff score. By employing hand-collected survey data, we find that scoring above the cutoff not only increases the chance of entering an elite College but also raises a young person's first-job wages after graduation. We also find that those just above the cutoff have peers with higher scores and better social networks than those below the cutoff, but it is less clear whether the two groups use their time differently in College. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

Helen F Ladd - One of the best experts on this subject based on the ideXlab platform.

  • raising the bar for College Admission north carolina s increase in minimum math course requirements
    Education Finance and Policy, 2019
    Co-Authors: Charles T Clotfelter, Steven W Hemelt, Helen F Ladd
    Abstract:

    We explore the effects of a statewide policy change that increased the number of high school math courses required for Admission to four-year public universities in North Carolina. Using data on co...

  • raising the bar for College Admission north carolina s increase in minimum math course requirements
    Social Science Research Network, 2016
    Co-Authors: Charles T Clotfelter, Steven W Hemelt, Helen F Ladd
    Abstract:

    We explore the effects of a statewide policy change that increased the number of high school math courses required for Admission to any of North Carolina’s 15 public four-year institutions. Using administrative data on cohorts of 8th grade students from 1999 to 2006, we document and exploit variation by district over time in the math course-taking environment encountered by students. Within an instrumental variables setup, we examine effects of the policy change on students grouped into deciles defined by their 8th grade math test scores. First, we find that students took more math courses in high school following the state’s announcement, with relatively larger increases in the middle and bottom deciles of students. Second, we conclude that increased math course-taking in high school led to increases in College enrollment rates that were not uniform across the 15 branch campuses. In particular, we observe the largest increases in the deciles of student achievement from which universities were already drawing the bulk of their enrollees. Finally, for upper-middle decile students, we find limited and noisy evidence that increased math course-taking in high school boosts post-enrollment College performance as measured by a student’s GPA or the likelihood of majoring in a STEM field.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

  • raising the bar for College Admission north carolina s increase in minimum math course requirements
    Research Papers in Economics, 2016
    Co-Authors: Charles T Clotfelter, Steven W Hemelt, Helen F Ladd
    Abstract:

    We explore the effects of a statewide policy change that increased the number of high school math courses required for Admission to any of North Carolina’s 15 public four-year institutions. Using administrative data on cohorts of 8th grade students from 1999 to 2006, we document and exploit variation by district over time in the math course-taking environment encountered by students. Within an instrumental variables setup, we examine effects of the policy change on students grouped into deciles defined by their 8th grade math test scores. First, we find that students took more math courses in high school following the state’s announcement, with relatively larger increases in the middle and bottom deciles of students. Second, we conclude that increased math course-taking in high school led to increases in College enrollment rates that were not uniform across the 15 branch campuses. In particular, we observe the largest increases in the deciles of student achievement from which universities were already drawing the bulk of their enrollees. Finally, for upper-middle decile students, we find limited and noisy evidence that increased math course-taking in high school boosts post-enrollment College performance as measured by a student’s GPA or the likelihood of majoring in a STEM field.

Charles T Clotfelter - One of the best experts on this subject based on the ideXlab platform.

  • raising the bar for College Admission north carolina s increase in minimum math course requirements
    Education Finance and Policy, 2019
    Co-Authors: Charles T Clotfelter, Steven W Hemelt, Helen F Ladd
    Abstract:

    We explore the effects of a statewide policy change that increased the number of high school math courses required for Admission to four-year public universities in North Carolina. Using data on co...

  • raising the bar for College Admission north carolina s increase in minimum math course requirements
    Social Science Research Network, 2016
    Co-Authors: Charles T Clotfelter, Steven W Hemelt, Helen F Ladd
    Abstract:

    We explore the effects of a statewide policy change that increased the number of high school math courses required for Admission to any of North Carolina’s 15 public four-year institutions. Using administrative data on cohorts of 8th grade students from 1999 to 2006, we document and exploit variation by district over time in the math course-taking environment encountered by students. Within an instrumental variables setup, we examine effects of the policy change on students grouped into deciles defined by their 8th grade math test scores. First, we find that students took more math courses in high school following the state’s announcement, with relatively larger increases in the middle and bottom deciles of students. Second, we conclude that increased math course-taking in high school led to increases in College enrollment rates that were not uniform across the 15 branch campuses. In particular, we observe the largest increases in the deciles of student achievement from which universities were already drawing the bulk of their enrollees. Finally, for upper-middle decile students, we find limited and noisy evidence that increased math course-taking in high school boosts post-enrollment College performance as measured by a student’s GPA or the likelihood of majoring in a STEM field.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

  • raising the bar for College Admission north carolina s increase in minimum math course requirements
    Research Papers in Economics, 2016
    Co-Authors: Charles T Clotfelter, Steven W Hemelt, Helen F Ladd
    Abstract:

    We explore the effects of a statewide policy change that increased the number of high school math courses required for Admission to any of North Carolina’s 15 public four-year institutions. Using administrative data on cohorts of 8th grade students from 1999 to 2006, we document and exploit variation by district over time in the math course-taking environment encountered by students. Within an instrumental variables setup, we examine effects of the policy change on students grouped into deciles defined by their 8th grade math test scores. First, we find that students took more math courses in high school following the state’s announcement, with relatively larger increases in the middle and bottom deciles of students. Second, we conclude that increased math course-taking in high school led to increases in College enrollment rates that were not uniform across the 15 branch campuses. In particular, we observe the largest increases in the deciles of student achievement from which universities were already drawing the bulk of their enrollees. Finally, for upper-middle decile students, we find limited and noisy evidence that increased math course-taking in high school boosts post-enrollment College performance as measured by a student’s GPA or the likelihood of majoring in a STEM field.

Paul R Sackett - One of the best experts on this subject based on the ideXlab platform.

  • threats to the operational use of situational judgment tests in the College Admission process
    International Journal of Selection and Assessment, 2006
    Co-Authors: Michael J Cullen, Paul R Sackett, Filip Lievens
    Abstract:

    This study examined the coachability of two situational judgment tests, the College Student Questionnaire (CSQ) and the Situational Judgment Inventory (SJI), developed for consideration as selection instruments in the College Admission process. Strategies for raising scores on each test were generated, and undergraduates were trained in the use of the strategies using a video-based training program. Results indicated that the CSQ was susceptible to coaching. In addition, the scoring format of the CSQ was found to be easily exploited, such that trainees could increase their scores by greater than 1 SD simply by avoiding extreme responses on that test. The results as a whole sounded a note of caution for the potential use of the CSQ in the College Admission process.

  • the operational validity of a video based situational judgment test for medical College Admissions illustrating the importance of matching predictor and criterion construct domains
    Journal of Applied Psychology, 2005
    Co-Authors: Filip Lievens, Tine Buyse, Paul R Sackett
    Abstract:

    This study is part of a trend of examining noncognitive predictors, for example, a situational judgment test (SJT), as supplements to cognitive predictors for making College Admission decisions. The authors examined criterion data over multiple academic years and universities. The criterion domain was broadly conceptualized, including both cognitive and interpersonal domains. The sample consisted of 7,197 candidates of the Medical and Dental Studies Admission Exam in Belgium. Results confirmed the importance of cognitive predictors. A video-based SJT was differentially valid for predicting overall grade point average for different curricula. The SJT showed incremental validity over cognitively oriented measures for curricula that included interpersonal courses, but not for other curricula. The SJT became more valid through the years. This demonstrates the importance of carefully specifying predictor–criterion linkages and of differentiating both predictor and criterion constructs.

Orhan Aygun - One of the best experts on this subject based on the ideXlab platform.

  • College Admission with multidimensional privileges the brazilian affirmative action case
    American Economic Journal: Microeconomics, 2021
    Co-Authors: Orhan Aygun
    Abstract:

    In 2012, Brazilian public universities were mandated to use affirmative action policies for candidates from racial and income minorities. We show that the policy makes the students' affirmative action status a strategic choice and may reject high-achieving minority students while admitting low-achieving majority students. Empirical data shows evidence consistent with this type of unfairness in more than 49 percent of the programs. We propose a selection criterion and an incentive-compatible mechanism that, for a wider range of similar problems and the one in Brazil in particular, is fair and removes any gain from strategizing over the privileges claimed.

  • College Admission with multidimensional privileges the brazilian affirmative action case
    Social Science Research Network, 2020
    Co-Authors: Orhan Aygun
    Abstract:

    In 2012 Brazilian public universities were mandated to use affirmative action policies for candidates from racial and income minorities. We show that the policy makes the students' affirmative action status a strategic choice, and may reject high-achieving minority students while admitting low-achieving majority students. Empirical data shows evidence consistent with this type of unfairness in more than 49% of the programs. We propose a selection criterion and an incentive-compatible mechanism that, for a wider range of similar problems and the one in Brazil in particular, removes any gain from strategizing over the privileges claimed and is fair.