Metadata record for Replication data for: Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions
112981
Inter-university Consortium for Political and Social Research
ICPSR metadata records are licensed under a Creative Commons Attribution-Noncommercial 3.0 United States License.
V1
Replication data for: Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions
112981
http://doi.org/10.3886/E112981V1
Glenn Ellison
Ashley Swanson
Please see full citation.
This work is licensed under an Other license created by the data depositor. Please refer to the LICENSE file, which should be located alongside the project data and documentation.
Ann Arbor, MI: Inter-university Consortium for Political and Social Research
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
Semiparametric count data model
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
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.
United States
Schools
Public
coed
nonmagnet
noncharter US high schools that administer the American Mathematics Competitions "AMC 12" contest and that could be matched to other data from the census
National Center for Education Statistics
College Board
and ACT
administrative records data
Mathematical Association of America