| Title: |
The Effect of College Entrance Exam Policies on Test Preparation and Tutoring Services. EdWorkingPaper No. 25-1304 |
| Language: |
English |
| Authors: |
D'Wayne Bell; Edward J. Kim; Annenberg Institute for School Reform at Brown University |
| Source: |
Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: |
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: |
N |
| Page Count: |
38 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education; High Schools; Secondary Education |
| Descriptors: |
College Entrance Examinations; Test Coaching; Tutoring; Private Education; High School Students; State Policy |
| Assessment and Survey Identifiers: |
SAT (College Admission Test); ACT Assessment |
| Abstract: |
Multiple studies suggest that policies mandating college entrance exams can have positive impacts on college outcomes, especially for students who would otherwise not sit for the exam. Less understood is how families react to this increased competition for college admissions. Our study estimates that such statewide mandatory testing policies cause an additional 16% increase in private tutoring prevalence, with more pronounced effects in high income, highly educated, and high proportion Asian areas. The results were robust to model specification choices and placebo tests using music instruction and martial arts industries. Our findings suggest that interventions to further educational equality may have second order effects that undermine their impact as families adjust their behavior to stay competitive. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
ED678297 |
| Database: |
ERIC |