The Impact of Prior Learning Assessments on College Completion and Financial Outcomes

Angela Boatman, Michael Hurwitz, Jason Lee and Jonathan Smith

Journal of Human Resources, 2020, vol. 55, issue 4, 1161-1193

Abstract: This paper estimates the impact of the College Level Examination Program (CLEP), an exam that offers credit for student competency in a content area in lieu of completing a course. Using a regression discontinuity design, we find that passing a CLEP exam leads to a 5.5 percent increase in degree completion and 1.6 percent increase in estimated income. The college completion results are notably strong for students who traditionally struggle to graduate and are often hard to track in education data, including two-year and for-profit enrollees, students in the military, students older than 24, underrepresented minorities, and homeschoolers.

Date: 2020
Note: DOI: 10.3368/jhr.55.4.1117-9167R2
References: Add references at CitEc
Citations:

Downloads: (external link)
http://jhr.uwpress.org/cgi/reprint/55/4/1161
A subscription is required to access pdf files. Pay per article is available.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:uwp:jhriss:v:55:y:2020:i:4:p:1161-1193

Access Statistics for this article

More articles in Journal of Human Resources from University of Wisconsin Press
Bibliographic data for series maintained by ().