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RISS 인기검색어
- 검색키워드
- 저자 : Kapor, Adam Joshua (검색결과 1 건)
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Educational Impacts of Admissions Mechanisms
Kapor, Adam Joshua Yale University 2015 해외박사(DDOD)
The "Texas Top Ten" law guaranteed admissions to all students ranking in the top decile of their high school class to each public university in the state of Texas, including the state flagship universities. In this dissertation I analyze the effects of the law on individuals who attended high school in Texas. The first two chapters present an evaluation of the effects of Texas Top Ten and associated scholarship programs on the distribution of college applications, admissions, and matriculation and on students' performance in college. I construct a model of students' application portfolios and financial-aid application decisions, colleges' preferences and admissions rules, students' choice of college, and students' grades and persistence in college. I estimate this model using a survey of a cohort of Texas high school seniors, together with administrative records of Texas universities. I find that Texas Top Ten led to a 10% increase in underrepresented minority enrollment at the state flagship universities. Next, I consider a large expansion of the Longhorn Opportunity Scholarship, which provides scholarships at UT Austin. Expanding the program to cover all high schools with poverty rates above 60% would cost an additional $60 per student enrolled at UT Austin and lead to an increase in underrepresented minority enrollment of about 5%. The effects on students from poor high schools are larger than those of purely informational interventions. Relative to Texas Top Ten, a hypothetical race-conscious affirmative action policy that awards points to minority applicants would attract underrepresented minority students with relatively poor class rank from relatively affluent high schools. These students would achieve lower college GPAs at flagship universities than those minority students admitted under Texas Top Ten. In the third chapter I measure the effects of Texas Top Ten on high school achievement as well as on labor market outcomes after college. The guarantee provided by Texas Top Ten changed the return to placing in the top decile at many Texas high schools. Using variation in students' peers and variation in policy affecting the return to class rank, together with administrative data on the universe of Texas public high school students' test scores and attendance linked to college and labor market outcomes, I test the hypothesis that students responded to an increase in the value of class rank with changes in academic effort, and measure the effects on high school exit-level standardized test scores and long-run outcomes. This study is the first study of the incentive effects of a Percent Plan that takes advantage of this student-level source of variation. I find little evidence that high school test scores and eventual wages responded to changes in incentives provided by Texas Top Ten.
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