Evaluating Educational Policies in Practice

Vedant Bhardwaj (), María Valkov () and Alejandro Puerta-Cuartas ()
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Vedant Bhardwaj: Universidad Carlos III
María Valkov: Bank of Spain
Alejandro Puerta-Cuartas: Universidad Carlos III

A chapter in Economics of Education, 2025, pp 97-134 from Springer

Abstract: Abstract This chapter evaluates two education policies using empirical methods. First, it examines the Texas Top Ten Percent (TTP) rule, which increased access to selective universities for high-performing students from underrepresented schools while displacing others. “Pulled In” students benefited from higher enrollment and graduation rates, while “Pushed Out” students compensated by enrolling in other institutions. Second, using regression discontinuity, the chapter analyzes the effect of school-starting age, finding that older starters generally perform better in standardized tests. The findings highlight policy trade-offs and underscore the importance of rigorous evaluation to ensure equitable and effective educational interventions.

Keywords: Selective college admissions; Education policy evaluation; Labor market outcomes; Regression discontinuity design (RDD); School-starting age; Higher education access (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-031-90911-5_3

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DOI: 10.1007/978-3-031-90911-5_3

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