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dc.contributor.advisorAngrist, Joshua D.
dc.contributor.authorZheng, Tianyuan
dc.date.accessioned2024-09-16T13:51:57Z
dc.date.available2024-09-16T13:51:57Z
dc.date.issued2024-05
dc.date.submitted2024-07-11T14:36:52.185Z
dc.identifier.urihttps://hdl.handle.net/1721.1/156834
dc.description.abstractAP (Advanced Placement) courses allow high school students to earn college credits. While the AP program aims to broaden educational opportunities for a diverse student body across the U.S., disparities in the availability and participation rates of AP courses may exacerbate inequality. To address this, some states require all high schools to offer at least one AP course. This study analyzes the impacts of AP mandates using difference-in-differences models. My findings indicate that school-level AP mandates are associated with a 36% increase in the number of public schools offering AP. I find little evidence, however, that these mandates significantly increase student AP participation. Furthermore, they decrease AP credit attainment rate by 11% conditioned on students taking AP exams.
dc.publisherMassachusetts Institute of Technology
dc.rightsIn Copyright - Educational Use Permitted
dc.rightsCopyright retained by author(s)
dc.rights.urihttps://rightsstatements.org/page/InC-EDU/1.0/
dc.titleThe Effects of State-level Mandatory Advanced Placement Curriculum Policies on AP Participation and Performance
dc.typeThesis
dc.description.degreeMNG
dc.contributor.departmentMassachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
dc.identifier.orcid0000-0002-6882-5127
mit.thesis.degreeMaster
thesis.degree.name


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