Replication data for: The Impact of Attending a School with High-Achieving Peers: Evidence from the New York City Exam Schools
Principal Investigator(s): View help for Principal Investigator(s) Will Dobbie; Roland G., Jr. Fryer
Version: View help for Version V1
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| SHS-AEJ-Do-Files | 10/12/2019 05:34:PM | ||
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text/plain | 14.6 KB | 10/12/2019 01:34:PM |
Project Citation:
Dobbie, Will, and Fryer, Roland G., Jr. Replication data for: The Impact of Attending a School with High-Achieving Peers: Evidence from the New York City Exam Schools. Nashville, TN: American Economic Association [publisher], 2014. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113901V1
Project Description
Summary:
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This paper uses data from three prominent exam high schools in New York City to estimate the impact of attending a school with high-achieving peers on college enrollment and graduation. Our identification strategy exploits sharp discontinuities in the admissions process. Applicants just eligible for an exam school have peers that score 0.17 to 0.36 standard deviations higher on eighth grade state tests and that are 6.4 to 9.5 percentage points less likely to be black or Hispanic. However, exposure to these higher-achieving and more homogeneous peers has little impact on college enrollment, college graduation, or college quality.
Scope of Project
JEL Classification:
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H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
H75 State and Local Government: Health; Education; Welfare; Public Pensions
I21 Analysis of Education
J15 Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
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