The Long-Run Impacts of Specialized Programming for High-Achieving Students
研究了波士顿公立学校为四至六年级高成就学生开设的加速课程（AWC）的长期影响，发现该课程对高中毕业和大学入学有积极但不精确的影响，且主要由黑人和拉丁裔学生驱动。
I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying “on track” throughout high school, with little evidence that AWC gains result from peer effects.