Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion

Autor/inn/en	Dynarski, Susan; Hyman, Joshua; Schanzenbach, Diane Whitmore
Titel	Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
Quelle	In: Journal of Policy Analysis and Management, 32 (2013) 4, S.692-717 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21715
Schlagwörter	Enrollment; Colleges; Predictor Variables; Early Childhood Education; Class Size; Academic Persistence; College Attendance; African American Students; Low Income Groups; Time to Degree; STEM Education; Scores; Evidence; Educational Attainment + Suchen Sie Ihr Suchwort? Einschulung; College; Hochschule; Fachhochschule; Prädiktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassengröße; Colleges; Attendance; Anwesenheit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; STEM; Evidenz; Bildungsabschluss; Bildungsgut
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10