Returns to Education Quality for Low-Skilled Students: Evidence from a Discontinuity
利用法国高中毕业会考首次通过与否的断点，发现刚好通过的学生进入更高质量的高等教育（更多STEM专业和更好同伴），并在27-29岁时收入提高12.5%。
This paper studies the labor market returns to higher-education quality for low-skilled students. Using a regression discontinuity design, we compare students who marginally pass and marginally fail the French high school exit exam on the first attempt. Threshold crossing leads to an improvement in quality but has no effect on quantity of higher education pursued. Specifically, students who marginally pass are more likely to enroll in STEM majors and postsecondary institutions with better peers. Marginally passing also increases earnings by 12.5% at the ages of 27–29.