The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index; 3 of the 17 sources its claims cite were checked for support.
ACT for All: The Effect of Mandatory College Entrance Exams on Postsecondary Attainment and Choice
Open accessAbstract
This paper examines the effects of requiring and paying for all public high school students to take a college entrance exam, a policy adopted by eleven states since 2001. I show that prior to the policy, for every ten poor students who score college-ready on the ACT or SAT, there are an additional five poor students who would score college-ready but who take neither exam. I use a difference-in-differences strategy to estimate the effects of the policy on postsecondary attainment and find small increases in enrollment at four-year institutions. The effects are concentrated among students less likely to take a college entrance exam in the absence of the policy and students in the poorest high schools. The students induced by the policy to enroll persist through college at approximately the same rate as their inframarginal peers. I calculate that the policy is more cost-effective than traditional student aid at boosting postsecondary attainment.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
Mandatory, state-paid college entrance exams in Michigan increased four-year college enrollment by 0.6 percentage points (2 percent), with larger gains among poor students, boys, high-poverty schools, and students unlikely to take the ACT otherwise. The policy also revealed a substantial pool of college-ready poor students who would not have taken an entrance exam, and induced enrollees persisted at rates similar to inframarginal students.
Key findings
- For every 100 poor students who took the ACT/SAT and scored college-ready, nearly 50 poor students did not take either exam but would have scored college-ready; the overall proportion of college-ready non-takers to takers was 0.227 (22.7 per 100).
- The mandatory ACT policy raised four-year college enrollment by 0.6 percentage points, or 2 percent, with larger effects for students with a low-to-mid predicted probability of ACT-taking (1.3 points, 5 percent), males (0.9 points, 3 percent), poor students (1.0 point, 6 percent), and students in high-poverty schools (1.3 points, 6 percent).
- Students induced to enroll by the policy persisted through college at approximately the same rate as inframarginal peers; the effect on enrolling and persisting to the fourth year was 0.7 percentage points, and the effect on earning a bachelor’s degree within four years was 0.5 percentage points (5.2 percent).
- The policy cost about $8,333 per student induced into college using a $50 per-student cost and the 0.6 percentage point effect, falling to under $4,000 if targeted at the poorest schools; this is more cost-effective than traditional student aid, estimated at about $21,000 per induced student.
Methods
- The paper uses an original student-level dataset covering six cohorts of Michigan public high school eleventh graders (2003-04 through 2008-09), with demographics, eighth- and eleventh-grade assessment scores, ACT/SAT scores, test-center locations, and National Student Clearinghouse postsecondary enrollment records.
- To estimate the supply of college-ready non-takers, the author uses post-policy ACT score distributions, reweighted to pre-policy student characteristics following DiNardo, Fortin, and Lemieux (1996), and subtracts pre-policy test-taker scores to recover latent scores of non-takers.
- For causal effects, the paper uses a difference-in-differences design comparing schools without a pre-policy ACT test center to schools with one, using propensity score matching, school fixed effects, and standard errors clustered at the school level; heterogeneity is examined by predicted probability of ACT-taking, demographics, and school poverty share.
Limitations
- The paper states that the difference-in-differences estimate is likely a lower bound because some policy effects may be experienced equally by students at test-center and non-test-center schools and thus not captured; it also cannot disentangle effects for schools with a pre-policy center from other time-varying factors.
- The paper notes that short-run college capacity constraints could produce compositional effects, and that the policy’s implementation is too recent to accurately assess degree completion.
- Evident from the text: the design is observational and relies on parallel-trends and matching assumptions; standard errors do not account for propensity score matching, and several subgroup estimates are imprecise enough that equality across groups cannot be rejected.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
81 Own result · 31 Own interpretation · 14 Own method · 13 No basis given · 7 Sources not found · 5 No full text of the sources · 3 Not checked yet · 2 Partly supported · 1 Supported · accuracy not yet measured
Every source the paper cites for this claim was checked and supports it.
In the paper
“The cost per student induced into college from the class size decrease in the Tennessee STAR experiment is even larger: $400,000 (= $12,000 / 0.03) (Dynarski, Hyman, and Schanzenbach 2013).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
What the sources say
- Supportedcites Dynarski, Hyman, and Schanzenbach 2013 source
The Conclusion explicitly estimates the cost of reduced class size in Tennessee STAR at $12,000 per student and the amount spent to induce one child into college at $400,000, calculated as $12,000/0.03. (LLM, conf=0.95)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This is particularly pronounced among students eligible for free or reduced-price lunch, whose rate of ACT-taking more than doubles, from 35 percent to 85 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 3. DATA
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Effects are also larger among males (0.9 points, 3 percent)”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“High school dropout is the primary source of noncompliance during the post-policy period.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 3. DATA
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Over 21 percent (26,717) of students not taking either exam would score at this level based on the distribution of latent scores (row 2).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: The average size of the cohorts is the same pre- and post-policy.
- The authors state this as an assumption: All students take the ACT in the post period.
- The authors state this as an assumption: After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
- The authors state this as an assumption: The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of those who graduate high school, the test-taking rate is 97.8 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 3. DATA
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“poor students (1.0 points, 6 percent)”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of the 80 percent of the sample who are high school graduates and who do not take the special education version of the test, the fraction with a valid ACT score is 98.9 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 3. DATA
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This overall effect masks important heterogeneity, with larger effects (1.3 points, 5 percent) for students with a low-to-mid-level probability of taking the ACT in the absence of the policy.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In table 2, column 1, I show that 58 percent (117,953 students) of ACT/SAT-takers pre-policy score at or above 20 (row 1).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: The average size of the cohorts is the same pre- and post-policy.
- The authors state this as an assumption: All students take the ACT in the post period.
- The authors state this as an assumption: After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
- The authors state this as an assumption: The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The students induced by the policy to enroll persist through college at approximately the same rate as their inframarginal peers.”
- Also stated in: § 1. INTRODUCTION · hedged
“I find suggestive evidence that the marginal student induced into college by the policy persists through college at the same rate as the inframarginal student.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 1. INTRODUCTION · hedged
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I estimate a 0.6 percentage point (2 percent) effect of the policy on the probability that a student enrolls in a four-year college.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of the 91 percent of students in my sample who reach twelfth grade, the testtaking rate is 95 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 3. DATA
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I show that the policy's effect on four-year college enrollment is not primarily due to displacing two-year enrollments.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“students at schools with a high poverty share (1.3 points, 6 percent)”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I show that prior to the policy, for every ten poor students who score college-ready on the ACT or SAT, there are an additional five poor students who would score college-ready but who take neither exam.”
- Also stated in: § 1. INTRODUCTION · plain
“I show that for every ten poor students taking a college entrance exam and scoring college-ready, there are an additional five poor students who do not take the test but who would score college-ready if they did.”
- Also stated in: § 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING · hedged
“For every 100 poor students taking a college entrance exam and scoring at a college-ready level, there are nearly 50 poor students who would score college-ready, but do not take the exam.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: The average size of the cohorts is the same pre- and post-policy.
- The authors state this as an assumption: All students take the ACT in the post period.
- The authors state this as an assumption: After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
- The authors state this as an assumption: The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
- Also stated in: § 1. INTRODUCTION · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“for every ten poor students who take a college entrance exam pre-policy and score college-ready, there are an additional five poor students who do not take the test but would score college-ready.”
- Also stated in: § 7. CONCLUSION · hedged
“The results in section 3 suggest that requiring all students to take a college entrance exam increases the supply of poor students scoring at a college-ready level by nearly 50 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 7. CONCLUSION · hedged
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students in high-poverty schools experience a statistically significant increase in four-year enrollment of 1.3 percentage points or 5.7 percent (table 6, column 9).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Among all students, there is a 3.4 percentage point effect of the policy on ACT-taking in non-test center high schools, relative to test center schools (column 1, row 1).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The pre-policy level of four-year college enrollment is higher in the matched sample of schools with a test center, presumably reflecting that some of the students induced into taking the ACT by having a center in their school subsequently enroll in a four-year college.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect on enrolling and persisting to the third year is again 0.4 percentage points (row 3, column 2), but on persisting to the fourth year is 0.7 percentage points (row 4, column 3; significant at the 10 percent level), and the same as the effect on enrolling for that sample.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is no impact among students at schools with low to middle levels of poverty, and the p-value for the test of equality across the two groups is 0.11.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Yet the policy increases the number of poor students enrolling at a four-year institution by only 6 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect on enrolling in a four-year college for up to four years is similar”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For every ten such students taking the ACT or SAT and scoring college-ready, there are between five and seven who do not take the exam but would score college-ready.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There are smaller but still large populations of these students among poor-rural students (0.39) and among poor students with above-average eighth grade test scores (0.37).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I find that the effects are driven by both low-and high-ability students.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The effect in percent terms shrinks from 1.9 percent to 1.4 percent given the smaller pre-policy fraction of students enrolling and persisting to the second year (column 4).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect was larger among boys (0.9 points), poor students (1.0 point), students in the poorest high schools (1.3 points), and students less likely to take a college entrance exam in the absence of the policy (1.3 points).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I find that the proportion of college-ready non-takers to takers is particularly high among poor urban students (0.54), and among poor students with below-average eighth grade test scores (0.65).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect on the probability that a student enrolls at a four-year institution is 0.8 percentage points (standard error of 0.4 percentage points-column 6).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is no effect among students in the tails of the distribution, and the difference across groups is statistically significant (p-value = 0.05).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The regression-adjusted DID results estimated using equation 2 show little effect of the policy on overall enrollment regardless of covariates, school fixed effects, or matching method (table 4, row 1, columns 1-5).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Among students in the low to middle range of the predicted probability index (between the two vertical lines in figure 4), there is a 1.3 percentage point, or 5 percent, increase in enrollment at four-year colleges.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect on enrolling and then earning a bachelor's degree within four years is a statistically significant 0.5 percentage points (row 5, column 3), or 5.2 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The 0.6 percentage point increase for the non-test center schools is above and beyond this increase.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There are smaller but still large populations of these students among poor-rural students (0.39) and among poor students with above-average eighth grade test scores (0.37).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is some evidence that the populations of these schools are changing differentially over time.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Among the full sample, the effect is somewhat attenuated to 0.4 percentage points.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is an increase in free lunch status for schools without a center over time, relative to schools with a center, and a decrease in eleventh grade enrollment.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Lowering the threshold from 20 to 18 increases the proportion to about two-thirds, and raising the threshold from 20 to 22 decreases the proportion to just over one-third.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect was larger among boys (0.9 points), poor students (1.0 point), students in the poorest high schools (1.3 points), and students less likely to take a college entrance exam in the absence of the policy (1.3 points).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“the total cost is substantially less than $50 per student in all mandatory ACT states”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Controlling for student-level demographics and eighth grade scores, as well as school fixed effects, decreases the overall pre/post difference in college enrollment from 1.9 to 1.4 percentage points, and increases the four-year enrollment difference from 1.0 to 1.1 percentage points.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“the costs associated with trainings, meetings, and other logistical issues, which comes to less than $1 per student”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I find that although the proportion of college-ready non-takers falls after conditioning on high school grade point average, the proportion remains substantial, especially for poorer students.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Alternatively, the proportion among low-income rural students drops steeply as the threshold increases.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Rates of ACT-taking at schools without a pre-policy center nonetheless increase by 4 percentage points after the policy relative to schools with a pre-policy center.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“a statewide administration management fee, which is approximately $1 per student”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“When I consider an ACT score threshold of 22 rather than 20, this proportion decreases somewhat to 0.192.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: The average size of the cohorts is the same pre- and post-policy.
- The authors state this as an assumption: All students take the ACT in the post period.
- The authors state this as an assumption: After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
- The authors state this as an assumption: The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“finding an increase in four-year enrollment by 0.6 percentage points or 2 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The 95 percent confidence interval for the proportion of college-ready non-takers to takers ranges from 0.196 to 0.259.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: The original sample is representative of the population of interest for bootstrapped standard errors.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is a smaller corresponding negative (and statistically insignificant) point estimate for two-year enrollment.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As seen in table 5, the enrollment effects are entirely concentrated within the second and third quintiles of the predicted probability index.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I find that although the proportion of college-ready non-takers falls after conditioning on high school grade point average, the proportion remains substantial, especially for poorer students.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect was larger among boys (0.9 points), poor students (1.0 point), students in the poorest high schools (1.3 points), and students less likely to take a college entrance exam in the absence of the policy (1.3 points).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The coefficient on the Post dummy in column 8 of table 4 indicates a 1.1 percentage point increase in four-year enrollment post policy among students at schools with a test center pre-policy.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Doing so yields a treatment on the treated estimate suggesting that 18 percent of this marginal group of students would subsequently enroll in a four-year college (= 0.6 / 3.4).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Any differential changes in college enrollment after the mandatory ACT policy between students in schools with and without a pre-policy test center are due to the effects of the policy; other similarly timed statewide education reforms or factors changing over time affect the two types of schools equally.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect was larger among boys (0.9 points), poor students (1.0 point), students in the poorest high schools (1.3 points), and students less likely to take a college entrance exam in the absence of the policy (1.3 points).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Controlling for student-level demographics and eighth grade scores, as well as school fixed effects, decreases the overall pre/post difference in college enrollment from 1.9 to 1.4 percentage points, and increases the four-year enrollment difference from 1.0 to 1.1 percentage points.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is no DID effect on high school graduation or overall college enrollment, but a marginally statistically significant 0.8 percentage point increase in four-year enrollment.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is no effect among students in the tails of the distribution, and the difference across groups is statistically significant (p-value = 0.05).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The increase in the enrollment rate at four-year colleges is 1.0 percentage points.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I find that the proportion of college-ready non-takers to takers is particularly high among poor urban students (0.54), and among poor students with below-average eighth grade test scores (0.65).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is an increase in free lunch status for schools without a center over time, relative to schools with a center, and a decrease in eleventh grade enrollment.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, when we look by urban/rural status among low-income students, the proportion of urban college-ready non-takers to takers remains quite high across ACT score thresholds in the mid 20s.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is no impact among students at schools with low to middle levels of poverty, and the p-value for the test of equality across the two groups is 0.11.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Effects are largest on four-year college enrollment for students with a low or mid-level probability.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I show that the mandatory ACT policy increases ACT-taking most for students with the lowest predicted probability.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This means that if all students took the exam, we would see a 22.7 percent (= 26,717 ÷ 117,953) increase in the number of students scoring college-ready (row 3).”
- Also stated in: § 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING · plain
“Put differently, for every 100 students taking the test and scoring college-ready, there exist another 23 students not taking the test but who would score college-ready.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: The average size of the cohorts is the same pre- and post-policy.
- The authors state this as an assumption: All students take the ACT in the post period.
- The authors state this as an assumption: After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
- The authors state this as an assumption: The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
- Also stated in: § 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As previously shown in table 1, the average postsecondary enrollment rate among the three pre-policy cohorts in my sample is 0.570.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Unfortunately, the estimates are not precise enough to reject equality across groups.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This represents a 1.9 percent increase in the four-year enrollment rate, off of the pre-policy mean of 32.1 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The pre-reform proportion of college-ready students not taking the ACT to those who take the ACT is 0.227.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A Kolmogorov-Smirnov nonparametric test of equality of the distribution of the observed scores among takers and the latent scores among non-takers is rejected with a p-value of 0.000.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I calculate that the policy is more cost-effective than traditional student aid at boosting postsecondary attainment.”
- Also stated in: § 1. INTRODUCTION · plain
“Using this lower bound, however, I calculate that the mandatory college entrance exam policy is more cost-effective than traditional student aid at boosting postsecondary attainment.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: It costs less than $50 per student for states to implement the mandatory college entrance exam policy.
- Also stated in: § 1. INTRODUCTION · plain
In the paper
“Dynarski (2003) showed that it takes approximately $21,000 of traditional student aid to induce a single student into college, including the aid spent on students who would have enrolled regardless.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
What the sources say
- Not checked — no full text of the sourcecites Dynarski (2003) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I find that many such students in urban areas fail to even get to the point of taking a college entrance exam.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Results are the same for a more formal two-stage-least-squares analysis of the effect of taking the ACT on enrollment, where the excluded instrument is the interaction of a dummy for being in the post-policy period, with a dummy for being enrolled in a school without a pre-policy center.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Capacity Constraints
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This 4-percentage-point gap arguably captures the effect on test-taking of having a test center in one's high school.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results are imprecisely estimated, but suggest that students induced to enroll by the policy earn a degree at a similar rate as inframarginal students.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is likely some portion of the effect that is not captured by this methodology because it is experienced equally by students at schools with a pre-policy test center and those without.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Any differential changes in college enrollment after the mandatory ACT policy between students in schools with and without a pre-policy test center are due to the effects of the policy; other similarly timed statewide education reforms or factors changing over time affect the two types of schools equally.
In the paper
“Since 2001, however, eleven states have implemented free and mandatory college entrance exams for all high school juniors”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 2. COSTS, INFORMATION, AND MANDATORY COLLEGE ENTRANCE EXAMS
What the sources say
- Not matchedcites [4]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“These results are consistent with other recent studies showing that students induced into colleges by dismantling barriers to the college application process persist at high rates (Bettinger et al. 2012; Carrell and Sacerdote forthcoming).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
What the sources say
- Not checked — no full text of the sourcecites Bettinger et al. 2012 source
- Not matchedcites Carrell and Sacerdote forthcoming
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In practice, the results are not sensitive to censoring the weights.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Trends in college enrollment are nearly identical across the two types of schools prior to the mandatory ACT policy (figure 3).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In practice, there is little difference between the results with and without the DFL-reweighting.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Also, targeting the policy at students in the poorest schools would reduce this figure to under $4,000.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Nonetheless, they suggest that relative to other interventions operating on a large scale such as traditional student aid, the mandatory ACT policy is very cost effective.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Hurwitz et al. (2015) estimate the effect of a mandatory SAT policy in Maine using a DID approach.They estimate that the policy increased the four-year enrollment rate from 4 to 6 percent.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
What the sources say
- Not matchedcites Hurwitz et al. (2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“implying that students induced to attend college by the policy persist at the same rate as inframarginal college-goers.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Bettinger et al. (2012) randomly offered families at H&R Block assistance filling out the Free Application for Federal Student Aid, finding a cost per student induced into college of $1,100 (= $88 / 0.08).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
What the sources say
- Not checked — no full text of the sourcecites Bettinger et al. (2012) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“First, I show that the results are not sensitive to noncompliance in the post-period (i.e., the fact that fewer than 100 percent of students take the ACT).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At the very least, I can reject with 90 percent confidence that all students induced to enroll drop out by their fourth year of college.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is important to note that most stories involving differences in unobservables biasing the effects would provide a downward bias on the results.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“More traditional education policies are far more expensive than the mandatory ACT policy.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“The choice of 20 reflects a threshold that represents students with a good chance of admittance to, and success at, a reasonably selective four-year institution.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
What the sources say
- Not matchedcites ACT, Inc.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
In the paper
“The NSC is a nonprofit organization that houses postsecondary enrollment information on over 90 percent of undergraduate enrollment nationwide.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 3. DATA
What the sources say
- Not checked — no full text of the sourcecites Dynarski, Hemelt, and Hyman (2015) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In spite of the policy, there remains a large supply of disadvantaged students who are highachieving and not on the path to enrolling at a four-year college.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This magnitude of effects is far closer to the main effect of the policy that I estimate (2 percent) than the 18 percent upper bound calculated above.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“The ACT and SAT are college admission exams required for admission to nearly all four-year institutions across the country.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 2. COSTS, INFORMATION, AND MANDATORY COLLEGE ENTRANCE EXAMS
What the sources say
- Not matchedcites [3]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“None of the covariates has a statistically significant DID estimate.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although the 1.1-point increase may in part be driven by the policy change, I cannot disentangle the effects of the policy for schools with a pre-policy center from other factors changing over time.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Any differential changes in college enrollment after the mandatory ACT policy between students in schools with and without a pre-policy test center are due to the effects of the policy; other similarly timed statewide education reforms or factors changing over time affect the two types of schools equally.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although the results are imprecise and vary by sample and persistence measure, it appears that students induced to enroll by the policy persist through college at a similar rate as inframarginal students.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“I find that after the propensity score matching, there is no evidence that schools with and without a test center are trending differentially with respect to their composition (see column 8, table 3).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, the”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In this sense, the DID effect that I estimate likely represents a lower bound of the policy's impact.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Any differential changes in college enrollment after the mandatory ACT policy between students in schools with and without a pre-policy test center are due to the effects of the policy; other similarly timed statewide education reforms or factors changing over time affect the two types of schools equally.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effects estimated in this paper using the DID design may represent a lower bound of the statewide policy impact.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Any differential changes in college enrollment after the mandatory ACT policy between students in schools with and without a pre-policy test center are due to the effects of the policy; other similarly timed statewide education reforms or factors changing over time affect the two types of schools equally.
In the paper
“Given the effects on college enrollment estimated in Deming (2009), Head Start has a cost per student induced into college of $133,000 (= $8,000 / 0.06).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
What the sources say
- Not matchedcites Deming (2009)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
- It may state two separate claims as one. 35
- Probably not a substantial claim. 17
- The quote only partly states this claim. 1
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Although college entry has been rising in recent decades, college completion has remained flat (Bound, Lovenheim, and Turner 2010).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
What the sources say
- Partly supportedcites Bound, Lovenheim, and Turner 2010 sourceExperimental — accuracy not yet measured
Section I.B reports that college participation rose from 48.4% to 70.7% between the cohorts. But the paper reports that the completion rate among college entrants declined, rather than remaining flat: the Abstract gives a fall from 50.5% to 45.9%. (LLM, conf=0.91)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“All costs of other policies are in 2007 dollars and come from Levine and Zimmerman (2010) unless otherwise noted.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
What the sources say
- Partly supportedcites Levine and Zimmerman (2010) sourceExperimental — accuracy not yet measured
The Introduction (pp. 9–11) describes a benefit–cost analysis of child-focused programs and compares earnings per $1,000 invested, supporting the citation as a source for policy-cost analysis. The passages do not establish that the citing document’s policy costs all come from this volume or that they are expressed in 2007 dollars. (LLM, conf=0.75)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Partly supported
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“approximately half of public school students do not attend a high school with a test center in the school”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 2. COSTS, INFORMATION, AND MANDATORY COLLEGE ENTRANCE EXAMS
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Adding covariates does not alter the estimate but the inclusion of school fixed effects lowers the coefficient to 0.6 percentage points.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is a somewhat larger (and statistically different) supply of male college-ready non-takers relative to female college-ready non-takers (columns 4 and 5).”
- Also stated in: § 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING · plain
“The proportion among men is 0.265, and among women it is 0.193.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: The average size of the cohorts is the same pre- and post-policy.
- The authors state this as an assumption: All students take the ACT in the post period.
- The authors state this as an assumption: After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
- The authors state this as an assumption: The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
- Also stated in: § 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The proportion of non-poor, college-ready non-takers to takers is near the levels we have seen thus far at 0.217, although the proportion for poor students is 0.480.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: The average size of the cohorts is the same pre- and post-policy.
- The authors state this as an assumption: All students take the ACT in the post period.
- The authors state this as an assumption: After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
- The authors state this as an assumption: The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“These gains represent a near 3.5 percent increase for boys and a 6 percent increase for poor students relative to their pre-policy mean, and both point estimates are statistically significant at the 5 percent level.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Not only are schools with test centers much larger, but they tend to enroll students with higher academic achievement, higher ACT-taking rates, and higher educational attainment.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is no DID effect on high school graduation or overall college enrollment, but a marginally statistically significant 0.8 percentage point increase in four-year enrollment.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The bottom row of table 7 shows that the effect on five-year degree receipt is 0.4 percentage points, or 2.4 percent compared to the 2.1 percent effect on enrollment.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The average rate among the three post-policy cohorts is 0.589, or 1.9 percentage points higher.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The point estimate is between 0.3 and 0.5 percentage points, is statistically insignificant, and is fairly stable across the columns.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Schools with a test center are more likely to be in an urban or suburban area, and less likely to be in a rural area.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The two types of schools are similar across observed characteristics and have similarly sized supplies of college-goers pre-policy who could be potentially displaced by the new enrollees.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Capacity Constraints
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Despite the large impact on ACT-taking among students with a very low pre-policy probability, the effects on four-year enrollment are near zero for this group, as they are for students in the top two quintiles of the probability index.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“the per-student test fee, which for spring 2012 was $32 (a $2 discount off the price a student would pay privately)”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Lowering the threshold from 20 to 18 increases the proportion to about two-thirds, and raising the threshold from 20 to 22 decreases the proportion to just over one-third.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although the effects among black students are imprecisely estimated, boys and poor students (those eligible for free lunch) appear to experience relatively large gains of approximately 1 percentage point.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The proportion of college-ready non-takers to takers is slightly lower among black students than among white students (table 2, row 3, columns 2 and 3), but the difference is not statistically significant.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: The average size of the cohorts is the same pre- and post-policy.
- The authors state this as an assumption: All students take the ACT in the post period.
- The authors state this as an assumption: After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
- The authors state this as an assumption: The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The effect on enrolling and persisting to the third year is again 0.4 percentage points (row 3, column 2), but on persisting to the fourth year is 0.7 percentage points (row 4, column 3; significant at the 10 percent level), and the same as the effect on enrolling for that sample.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The increases are largest for students with the lowest pre-policy probability (row 1, columns 2-6), with no change for high-probability students.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Heterogeneity of Impacts
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The pre-policy proportion of college-ready non-takers to takers in panels (a), (b), (c), (d), (e), and (f) is 0.175, 0.221, 0.480, 0.217, 0.265, and 0.193, respectively.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“States can include the writing portion of the ACT for an additional $15 per test.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Mandatory college entrance exams provide a substantial change to the structure of the four-year college application process that reduces the monetary, psychic, and time cost of applying to college.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 2. COSTS, INFORMATION, AND MANDATORY COLLEGE ENTRANCE EXAMS
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Traditionally, the ACT and SAT are offered on Saturday mornings, cost students between $30 and $50, and require students to travel to the nearest test center.
- Rests on an assumption: State-mandated exams are typically given during the school day, at no financial cost to the student, and at the student's high school.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Maine is a small and unique state, whereas Michigan is a large and more representative state.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The DID estimator used in this paper yields an effect that is arguably causal but is a lower bound of the true policy impact because some portion of the effect is likely experienced equally by students at both test center and non-test center schools, and is thus not captured by this methodology.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, I conduct a similar analysis, and find similar results, in several other mandatory ACT states, showing that the results in Michigan are generalizable.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Among the propensity score matched sample of schools, the effects of the policy on postsecondary outcomes are similar using the distance measure and show the same pattern of heterogeneity, with coefficients that are generally greater in magnitude and more precisely estimated.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Robustness Checks
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results and pattern of heterogeneity are still similar when not restricting the analysis to the matched sample of schools, suggesting the effects of the policy can be extrapolated to the entire population of Michigan.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Robustness Checks
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“If I trim the sample by 20 percent, my college enrollment results display the same pattern of heterogeneity and are slightly larger in magnitude.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Nevertheless, the results controlling for the pre-trends are slightly attenuated, but very similar to the main results.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Robustness Checks
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The LATE is the expected outcome gain for those induced to receive treatment through a change in the instrument (Imbens and Angrist 1994).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
What the sources say
- Not checked — no full text of the sourcecites Imbens and Angrist 1994 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The pre-policy level of four-year college enrollment is higher in the matched sample of schools with a test center, presumably reflecting that some of the students induced into taking the ACT by having a center in their school subsequently enroll in a four-year college.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By using microdata, I am able to show that this policy is in fact effective at reducing inequality, with effects on college enrollment concentrated among economically disadvantaged students and poor schools.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Bound and Turner (2007) find that a 10 percent increase in a state's cohort size leads to a 4 percent decrease in the fraction of students earning a BA from that state.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Capacity Constraints
What the sources say
- Not matchedcites Bound and Turner (2007)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“If I do not trim any of the test center schools with the highest propensity scores, the balance of covariates across the two types of schools is substantially worse and the pattern of heterogeneity is again the same, but slightly smaller in magnitude.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“if there are a fixed number of slots in the short run, the statewide effect of the policy should be weakly larger in the long run once supply can expand to meet demand and all new college-aspirants can attend.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Capacity Constraints
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This figure is an upper bound, given that the true cost is substantially less than $50 and the 0.6 percentage point effect is a likely lower bound.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This suggests that college enrollment would have continued to trend in parallel in the absence of the policy, satisfying one of the key identifying assumptions of my estimation strategy.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 5. EFFECTS OF THE MANDATORY ACT POLICY ON POSTSECONDARY OUTCOMES Effects on College Enrollment and Choice
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: College enrollment would have continued to trend in parallel in the absence of the mandatory ACT policy.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“This is convincing because the sample is indeed the population of all Michigan public school students, which is the population of interest.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“If the results were scalable, however, we would expect to see statewide increases in four-year enrollment rates of 18 percent as a result of the policy.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“an inexpensive policy aimed at boosting postsecondary attainment that is currently operating at scale.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 1. INTRODUCTION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Mandatory college entrance exams could also alleviate information constraints in the college application process.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 2. COSTS, INFORMATION, AND MANDATORY COLLEGE ENTRANCE EXAMS
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“This result is consistent with the large treatment effects often realized by marginal students picked up by LATEs in the context of education policies (Card 1995).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
What the sources say
- Not matchedcites Card 1995
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In this context, these are post-policy ACT-takers who were enrolled in a high school without a pre-policy center and would not have taken a college entrance exam pre-policy in their high school, but would have if enrolled at a high school with a center.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Interpretation of Effects
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Taken together, our results suggest that high-achieving, low-income students in rural areas tend to get far enough in the college application process to take a college entrance exam, but then”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 4. SELECTION INTO COLLEGE ENTRANCE EXAM-TAKING
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“More broadly, this policy has the potential to increase the college-going culture at a school, which has been shown to be an important instrument in increasing the postsecondary attainment of disadvantaged students (Jackson 2010).”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 2. COSTS, INFORMATION, AND MANDATORY COLLEGE ENTRANCE EXAMS
What the sources say
- Not checked — no full text of the sourcecites Jackson 2010 source
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“All mandatory ACT costs come from communications between the author and staff at state departments of education.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
The authors state this as an assumption.
The average size of the cohorts is the same pre- and post-policy.
“under the assumptions that (1) the average size of the cohorts is the same pre-and post-policy”
The authors state this as an assumption.
All students take the ACT in the post period.
“(3) all students take the ACT in the post period.”
The authors state this as an assumption.
After DFL-reweighting, the only difference between the pre- and post-policy cohorts is that nearly everyone takes the ACT in the post period.
“Assume that after DFL-reweighting the only difference between the pre-and post-policy cohorts is that nearly everyone takes the ACT in the post period.”
The authors state this as an assumption.
The post-policy ACT score distribution is the distribution that would be observed pre-policy had all students taken the exam.
“I treat the post-policy ACT score distribution as the distribution that would be observed pre-policy had all students taken the exam.”
The authors state this as an assumption.
The original sample is representative of the population of interest for bootstrapped standard errors.
“The main assumption for the validity of the bootstrapped standard errors is that the original sample is representative of the population of interest.”
The paper relies on this without support.
It costs less than $50 per student for states to implement the mandatory college entrance exam policy.
“Given that it costs less than $50 per student for states to implement this policy”
The paper relies on this without support.
Traditionally, the ACT and SAT are offered on Saturday mornings, cost students between $30 and $50, and require students to travel to the nearest test center.
“Traditionally, the ACT and SAT are offered on Saturday mornings, cost students between $30 and $50, and require students to travel to the nearest test center.”
The paper relies on this without support.
State-mandated exams are typically given during the school day, at no financial cost to the student, and at the student's high school.
“State-mandated exams are typically given during the school day, at no financial cost to the student, and at the student's high school.”
The authors state this as an assumption.
Any differential changes in college enrollment after the mandatory ACT policy between students in schools with and without a pre-policy test center are due to the effects of the policy; other similarly timed statewide education reforms or factors changing over time affect the two types of schools equally.
“The identifying assumption behind my estimation strategy is that any differential changes in college enrollment after the mandatory ACT policy between the students in these two groups of schools are due to the effects of the policy.Other similarly timed statewide education reforms or factors that are changing over time, and could affect college-going, are assumed to affect the two types of schools”
The authors state this as an assumption.
College enrollment would have continued to trend in parallel in the absence of the mandatory ACT policy.
“This suggests that college enrollment would have continued to trend in parallel in the absence of the policy, satisfying one of the key identifying assumptions of my estimation strategy.”
The paper relies on this without support.
Nearly a dozen states have incorporated the ACT or SAT into their eleventh grade statewide assessment, requiring that all public school students take a college entrance exam.
“Nearly a dozen states have incorporated the ACT or SAT into their eleventh grade statewide assessment, requiring that all public school students take a college entrance exam.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > Do Marginal Enrollees Drop Out?
“Columns 2 and 3 show the effect of dropping the most recent and two most recent post-policy cohorts, respectively, each yielding a point estimate of 0.07.”
§ ACT FOR ALL: THE EFFECT OF MANDATORY COLLEGE ENTRANCE EXAMS ON POSTSECONDARY ATTAINMENT AND CHOICE > 7. CONCLUSION
“| Enroll within two years | 0.006 | 0.007 * | 0.007 | 0.321 |”
Citations
Cites
An Introduction to the Bootstrap
Efron, B., & Tibshirani, R. J. (1994) · doi:10.1201/9780429246593 · Cited by 40,500
An Introduction to the Bootstrap
Efron, B., & Tibshirani, R. J. (1993) · doi:10.1007/978-1-4899-4541-9 · Cited by 21,230
Matching as an econometric evaluation estimator: Evidence from evaluating a job training programme
Heckman, J. J., Ichimura, H., & Todd, P. E. (1997) · The Review of Economic Studies · doi:10.2307/2971733 · Cited by 5,486
Identification and estimation of local average treatment effects
Imbens, G. W., & Angrist, J. D. (1994) · Econometrica · doi:10.2307/2951620 · Cited by 4,101
The Power of Suggestion: Inertia in 401(k) Participation and Savings Behavior
Madrian, B. C., & Shea, D. F. (2001) · The Quarterly Journal of Economics · doi:10.1162/003355301753265543 · Cited by 3,119
Labor Market Institutions and the Distribution of Wages, 1973-1992: A Semiparametric Approach
DiNardo, J., Fortin, N. M., & Lemieux, T. (1996) · Econometrica · doi:10.2307/2171954 · Cited by 2,917
Identification and Estimation of Local Average Treatment Effects
Angrist, J. D., & Imbens, G. W. (1995) · National Bureau of Economic Research · doi:10.3386/t0118 · Cited by 2,915
Whither opportunity?: rising inequality, schools, and children's life chances
(2012) · Choice Reviews Online · doi:10.5860/choice.49-5804 · Cited by 1,745
Bettinger, E. P., Long, B. T., Oreopoulos, P., & Sanbonmatsu, L. (2012) · The Quarterly Journal of Economics · doi:10.1093/qje/qjs017 · Cited by 953
Crossing the Finish Line: Completing College at America's Public Universities
Bowen, W., Chingos, M. M., & Mcpherson, M. (2009) · Princeton University Press eBooks · doi:10.1515/9781400831463 · Cited by 875
Cited by
Sorted by citations
Improving college access in the United States: Barriers and policy responses
Page, L. C., & Scott-Clayton, J. (2016) · Economics of Education Review · doi:10.1016/j.econedurev.2016.02.009 · Cited by 366
The Challenges of Achieving Equity Within Public School Gifted and Talented Programs
Peters, S. J. (2021) · Gifted Child Quarterly · doi:10.1177/00169862211002535 · Cited by 220
Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment
Hyman, J. (2017) · American Economic Journal Economic Policy · doi:10.1257/pol.20150249 · Cited by 201
Self-citationBennett, C. (2021) · American Educational Research Journal · doi:10.3102/00028312211003526 · Cited by 90
The Missing Manual: Using National Student Clearinghouse Data to Track Postsecondary Outcomes
Dynarski, S. M., Hemelt, S. W., & Hyman, J. M. (2015) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373715576078 · Cited by 78
Self-citation
Metadata
- Authors
- Hyman, J.
- Affiliations
- University of Connecticut (US)
- Corresponding author
- Hyman, Joshua
- ORCID
- Hyman, Joshua
- Venue
- Education Finance and Policy
- Publisher
- MIT Press - Journals
- Published
- 2017-07
- Volume
- 12
- Issue
- 3
- Pages
- 281-311
- ISSN
- 1557-3060 (ISSN-L)
- 1557-3079
- OpenAlex
- W2186284093
- Cited by
- 92
- References
- 48
- Citations by year
- 2026: 12 · 2025: 4 · 2024: 6 · 2023: 3 · 2022: 10 · 2021: 14 · 2020: 12 · 2019: 10 · 2018: 3 · 2017: 3
- FWCI
- 27.77
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Education Finance and Policy (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- U.S. Department of Education
- Michigan Department of Education
- University of Michigan
- Coalition for Epidemic Preparedness Innovations
- Institute of Education Sciences (R305E100008)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
- Keywords
- ACT, SAT, college readiness, postsecondary attainment, college enrollment, college persistence, low-income students, high-poverty schools, student financial aid, cost-effectiveness, college choice, state education policy
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-09, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-09 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
