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Project Citation: 

Ellison, Glenn, and Swanson, Ashley. Replication data for: Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions. Nashville, TN: American Economic Association [publisher], 2016. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E112981V1

Project Description

Summary:  View help for Summary 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.

Scope of Project

JEL Classification:  View help for JEL Classification
      H75 State and Local Government: Health; Education; Welfare; Public Pensions
      I21 Analysis of Education
      I24 Education and Inequality
      I28 Education: Government Policy
      R23 Urban, Rural, Regional, Real Estate, and Transportation Economics: Regional Migration; Regional Labor Markets; Population; Neighborhood Characteristics


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