Does an Early College Readiness Signal Discourage College Application and Enrollment?

REFERENCES

• Achieve. (2007). Aligned expectations? A closer look at college admissions and placement tests. Retrieved from http://www.achieve.org/AlignedExpectations
   Google Scholar
• Attewell, P., Lavin, D., Domina, T., & Levey, T. (2006). New evidence on college remediation. Journal of Higher Education, 77, 886–924.
   Web of Science ®Google Scholar
• Barnett, E.A., Corrin, W., Nakanishi, A., Bork, R.H., Mitchell, C., & Sepanik, S. (2012). Preparing high school students for college: An exploratory study of college readiness partnership programs in Texas (NCPR Brief). New York, NY: National Center for Postsecondary Research, Teachers College, Columbia University.
   Google Scholar
• Becker, D. E., & Watters, C. (Eds.). (2008). Independent evaluation of the California High School Exit Examination (CAHSEE) Fourth biennial report (Report No. FR-08-12). Alexandria, VA: Human Resources Research Organization. Retrieved from http://www.cde.ca.gov/ta/tg/hs/documents/fourthbiennialrpt.pdf
   Google Scholar
• Bettinger, E.P., Boatman, A., & Long, B.T. (2013). Student supports: Developmental education and other academic programs. The Future of Children, 23, 93–115.
   PubMed Web of Science ®Google Scholar
• Bishop J.H., Moriarty, J.Y., & Mane, F. (2000) Diplomas for learning, not seat time: The impacts of New York Regents examinations. Economics of Education Review, 19, 333–349.
   Web of Science ®Google Scholar
• California State University. (2012a). About the CSU. Retrieved August 1, 2012 from http://www.calstate.edu/explore/about-csu.shtml
   Google Scholar
• California State University (2012b). The early assessment program. Retrieved August 1, 2012 from http://www.calstate.edu/eap/
   Google Scholar
• California State University. (2012c). The early assessment program: District and school communication of EAP results to parents. Retrieved August 1, 2012 from http://www.calstate.edu/eap/support_parents.shtml
   Google Scholar
• Catterall, J. (1989). Standards and school dropouts: A national study of tests required for high school graduation. American Journal of Education, 98, 1–34.
   Web of Science ®Google Scholar
• Chapman, R.G., & Jackson, R. (1987). College choices of academically able students: The influence of no-need financial aid and other factors. New York, NY: College Entrance Examination Board.
   Google Scholar
• Conley, D.T. (2012). College and career ready: Helping all students succeed beyond high school. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Cornell, D.G., Krosnick, J.A., & Chang, L. (2006). Student reactions to being wrongly informed of failing a high-stakes test: The case of the Minnesota Basic Standards Test. Educational Policy, 20(5), 718–751.
   Web of Science ®Google Scholar
• Dee, T.S., & Jacob, B.A. (2006). Do high school exit exams influence educational attainment or labor market performance? (NBER Working Paper No. 12199). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Grodsky, E., & Jackson, E. (2009). Social stratification in higher education. The Teachers College Record, 111, 2347–2384.
   Web of Science ®Google Scholar
• Hossler, D., Schmit, J., & Vesper, N. (1999). Going to college: How social, economic, and educational factors influence the decisions students make. Baltimore, MD: The Johns Hopkins University Press.
   Google Scholar
• Howell, J.S., Kurlaender, M., & Grodsky, E. (2010). Postsecondary preparation and remediation: Examining the effect of the early assessment program at California State University. Journal of Policy Analysis and Management, 29, 726–748.
   Web of Science ®Google Scholar
• Imbens, G.W. , & Lemieux, T. (2008). Regression discontinuity designs: A guide to practice. Journal of Econometrics, 142(2), 615–635.
   Web of Science ®Google Scholar
• Jacob, B.A. (2001). Getting tough? The impact of high school graduation exams. Educational Evaluation and Policy Analysis, 23, 99–121.
   Web of Science ®Google Scholar
• Jacob, B.A., & Wilder, T. (2010). Educational expectations and attainment (NBER Working Paper No. 15683). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Kirst, M.W., & Venezia, A. (2001). Bridging the great divide between secondary schools and postsecondary education. Phi Delta Kappan, 83, 92–97.
   Web of Science ®Google Scholar
• Kurlaender, M., & Howell, J. (2012). Collegiate remediation: A review of the causes and consequences (Literature Brief). New York, NY: College Board Advocacy and Policy Center.
   Google Scholar
• Kurlaender, M., Howell, J.S., Grodsky, E., & Jackson, J. (2012). Examining the effect of the Early Assessment Program at the California State University system (Unpublished manuscript).
   Google Scholar
• Lee, D., & Card, D. (2008). Regression discontinuity inference with specification error. Journal of Econometrics, 142, 655–674.
   Web of Science ®Google Scholar
• Martorell, F. (2005). Do high school graduation exams matter? Evaluating the effects of exit exam performance on student outcomes. Unpublished working paper, Berkeley, CA.
   Google Scholar
• Martorell, P., McFarlin, I., & Xue, Y. (2011). Does failing a placement exam discourage underprepared students from going to college? (Working Paper No. 11-14). Ann Arbor, MI: University of Michigan, National Poverty Center.
   Google Scholar
• McCrary, J. (2008). Manipulation of the running variable in the regression discontinuity design: A density test. Journal of Econometrics, 142, 698–714.
   Web of Science ®Google Scholar
• Olson, L. (2001). K–12 and college expectations often fail to mesh. Education Week, 20, 16–17.
   Google Scholar
• Ou, D. (2010). To leave or not to leave? A regression discontinuity analysis of the impact of failing the high school exit exam. Economics of Education Review, 29(2), 171–186.
   Web of Science ®Google Scholar
• Papay, J.P., Murnane, R.J., & Willett, J.B. (2010). The consequences of high school exit examinations for low-performing urban students: Evidence from Massachusetts. Educational Evaluation and Policy Analysis, 32(1), 5–23.
   Web of Science ®Google Scholar
• Papay, J.P., Murnane, R.J., & Willett, J.B. (2011). How performance information affects human-capital investment decisions: The impact of test-score labels on educational outcomes (NBER Working Paper No. 17120). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Paulsen, M.B. (1990). College choice: Understanding student enrollment behavior (ASHE-ERIC Higher Education Report No. 6). Washington, DC: ASHE-ERIC Higher Education Reports.
   Google Scholar
• Reardon, S.F., Arshan, N., Atteberry, A., & Kurlaender, M. (2010). Effects of failing a high school exit exam on course taking, achievement, persistence, and graduation. Educational Evaluation and Policy Analysis, 32(4), 498–520.
   Web of Science ®Google Scholar
• Rosenbaum, J.E., Deil-Amen, R., & Person, A.E. (2006). After admission: From college access to college success. New York, NY: Russell Sage Foundation Publications.
   Google Scholar
• Rutschow, E., & Schneider, E. (2011). Unlocking the gate: What we know about improving developmental education (MDRC Paper). Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id = 2019763
   Google Scholar
• Scott-Clayton, J., & Rodgriguez, O. (2012). Development, discouragement, or diversion? New evidence on the effects of college remediation (NBER Working Paper No. 18328). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Shadish, W.R., Cook, T.D., & Campbell, D.T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton, Mifflin and Company.
   Google Scholar
• Shulock, N. (2010). Beyond the rhetoric: Improving college readiness through coherent state policy. Atlanta, GA: National Center for Public Policy and Higher Education, Southern Regional Education Board.
   Google Scholar
• Sparks, D., & Malkus, N. (2013, January). First-year undergraduate remedial coursetaking: 1999–2000, 2003–04, 2007–08 (NCES 2013-013). Washington, DC: National Center for Education Statistics.
   Google Scholar
• Thistlethwaite, D.L., & Campbell, D.T. (1960). Regression-discontinuity analysis: An alternative to the ex post facto experiment. Journal of Educational Psychology, 51, 309–317.
   Web of Science ®Google Scholar
• Tierney, W., & Garcia, L. (2008). Preparing underprepared students for college: Remedial education and early assessment programs. The Journal of At-Risk Issues, 14, 1–7.
   Google Scholar
• Venezia, A., Kirst, M.W., & Antonio, A.L. (2003). Betraying the college dream: How disconnected K–12 and postsecondary education systems undermine student aspirations. Washington DC: U.S. Department of Education.
   Google Scholar
• Warren, J.R., & Edwards, M.R. (2005). High school exit examinations and high school completion: Evidence from the early 1990s. Sociology of Education, 27, 53–74.
   Google Scholar
• Warren, J.R., Jenkins, K.N., & Kulick, R.B. (2006). High school exit examinations and state-level completion and GED rates, 1975 through 2002. Educational Evaluation and Policy Analysis, 28(2), 131–152.
   Web of Science ®Google Scholar
• Warren, J.R., & Kulick, R.B. (2007). Modeling states’ enactment of high school exit examination policies. Social Forces, 86(1), 215–229.
   Web of Science ®Google Scholar