Abstract
We use statewide administrative data from Missouri to examine the explanatory power of high schools over student sorting to colleges and majors at 4-year public universities. We develop a “preparation and persistence index” (PPI) for each university-by-major cell in the Missouri system that captures dimensions of selectivity and rigor and allows for a detailed investigation of sorting. Our analysis shows that students' high schools predict the quality of the initial university, as measured by PPI, conditional on their own academic preparation, and that students from lower–socioeconomic status high schools systematically enroll at lower-PPI universities. However, high schools offer little explanatory power over major placements within universities. (JEL I2, J1).
Original language | English |
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Pages (from-to) | 692-710 |
Number of pages | 19 |
Journal | Contemporary Economic Policy |
Volume | 36 |
Issue number | 4 |
DOIs | |
State | Published - Oct 2018 |
Bibliographical note
Publisher Copyright:© 2018 Western Economic Association International
ASJC Scopus subject areas
- General Business, Management and Accounting
- Economics and Econometrics
- Public Administration