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Research ArticleArticle

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, October 2020, 55 (4) 1161-1193; DOI: https://doi.org/10.3368/jhr.55.4.1117-9167R2
Angela Boatman
Angela Boatman is Assistant Professor of Public Policy and Higher Education at Vanderbilt University. Michael Hurwitz is Executive Director at College Board. Jason Lee is Senior Data Strategist at Tennessee Board of Regents. Jonathan Smith is Assistant Professor of Economics at Georgia State University.
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Michael Hurwitz
Angela Boatman is Assistant Professor of Public Policy and Higher Education at Vanderbilt University. Michael Hurwitz is Executive Director at College Board. Jason Lee is Senior Data Strategist at Tennessee Board of Regents. Jonathan Smith is Assistant Professor of Economics at Georgia State University.
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Jason Lee
Angela Boatman is Assistant Professor of Public Policy and Higher Education at Vanderbilt University. Michael Hurwitz is Executive Director at College Board. Jason Lee is Senior Data Strategist at Tennessee Board of Regents. Jonathan Smith is Assistant Professor of Economics at Georgia State University.
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Jonathan Smith
Angela Boatman is Assistant Professor of Public Policy and Higher Education at Vanderbilt University. Michael Hurwitz is Executive Director at College Board. Jason Lee is Senior Data Strategist at Tennessee Board of Regents. Jonathan Smith is Assistant Professor of Economics at Georgia State University.
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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.

JEL Classification
  • I2
  • I23
  • I26
  • Received November 2017.
  • Accepted January 2018.
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Journal of Human Resources: 55 (4)
Journal of Human Resources
Vol. 55, Issue 4
2 Oct 2020
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The Impact of Prior Learning Assessments on College Completion and Financial Outcomes
Angela Boatman, Michael Hurwitz, Jason Lee, Jonathan Smith
Journal of Human Resources Oct 2020, 55 (4) 1161-1193; DOI: 10.3368/jhr.55.4.1117-9167R2

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The Impact of Prior Learning Assessments on College Completion and Financial Outcomes
Angela Boatman, Michael Hurwitz, Jason Lee, Jonathan Smith
Journal of Human Resources Oct 2020, 55 (4) 1161-1193; DOI: 10.3368/jhr.55.4.1117-9167R2
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  • Article
    • Abstract
    • I. Introduction
    • II. Background
    • III. Data and Empirical Strategy
    • IV. Main Results
    • V. Designing a CLEP Policy and Mechanisms
    • VI. Conclusion
    • Footnotes
    • References
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Keywords

  • I2
  • I23
  • I26
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