Replication data for: Improving College Performance and Retention the Easy Way: Unpacking the ACT Exam
Principal Investigator(s): View help for Principal Investigator(s) Eric P. Bettinger; Brent J. Evans; Devin G. Pope
Version: View help for Version V1
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Project Citation:
Bettinger, Eric P., Evans, Brent J., and Pope, Devin G. Replication data for: Improving College Performance and Retention the Easy Way: Unpacking the ACT Exam. Nashville, TN: American Economic Association [publisher], 2013. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-13. https://doi.org/10.3886/E114822V1
Project Description
Summary:
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Improving college performance and retention can be difficult. We
propose a simple and low-cost change in the way colleges use the
ACT exam in their admission decisions that can greatly increase
their ability to identify students at a high risk of underperforming
and dropping out. Specifically, we show that only two of the four
subtests of the ACT, English and Mathematics, can effectively predict
outcomes in college. This result is robust across various samples,
specifications and outcome measures. We demonstrate that by
eliminating the noise associated with the two nonpredictive subtests,
student-college matches can be significantly improved. (JEL I23)
Scope of Project
JEL Classification:
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I23 Higher Education; Research Institutions
I23 Higher Education; Research Institutions
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