Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions
Name
Ellison_Do schools matter.pdf
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672.93 KB
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Author(s)
Ellison, Glenn David
Swanson, Ashley Terese
Date Issued
June 2016
Journal
American Economic Review
Publisher
American Economic Association
Citation
Ellison, Glenn, and Ashley Swanson. “Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions†.” American Economic Review 106, no. 6 (June 2016): 1244–1277.
Version
Final published version
Abstract
This paper uses data from the American Mathematics Competitions to examine the rates at which different high schools produce high-achieving math students. There are large differences in the frequency with which students from seemingly similar schools reach high achievement levels. The distribution of unexplained school effects includes a thick tail of schools that produce many more high-achieving students than is typical. Several additional analyses suggest that the differences are not primarily due to unobserved differences in student characteristics. The differences are persistent across time, suggesting that differences in the effectiveness of educational programs are not primarily due to direct peer effects.
MIT Department
Massachusetts Institute of Technology. Department of Economics
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Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
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DOI of Published Version
https://doi.org/10.1257/aer.20140308
