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Conference Papers Series  \nDifferent Paths to College Success: The Impact of Massachusetts’Charter Schools on College Trajectories  \nSarah Cohodes, and Astrid Pineda 1  \nPEPG 25-05  \nThis paper was presented at the School Choice Tradeoffs and Evidence-Based Policy Making conference held at the Harvard Kennedy School, May 8-9, 2025  \nHarvard Kennedy School  \n79 JFK Street, Taubman 220  \nCambridge, MA 02138  \nTel: 617-495-7976 Fax: 617-496-4428  \n[www.hks.harvard.edu/pepg/](www.hks.harvard.edu/pepg/)  \n1 Cohodes: University of Michigan and NBER; Pineda: Columbia University.  \nDifferent Paths to College Success: The Impact of Massachusetts’  \nCharter Schools on College Trajectories ∗  \nSarah R. Cohodes  \nAstrid Pineda  \nFebruary 25, 2025  \nAbstract  \nThe charter school movement encompasses many school models. In Massachusetts in the 2010’s, the site of our study, urban charter schools primarily used “No Excuses” practices, whereas nonurban charters had greater model variety. Using randomized admissions lotteries, we estimate the impact of charter schools by locality on college preparation, enrollment, and graduation. Urban charter schools boost all of these outcomes. Nonurban charter schools raise college enrollment and graduation despite reducing state test scores and AP enrollment. Notably, the nonurban charter college graduation edge is more than twice as large as that from urban charter attendance.  \n∗ Cohodes: Gerald R. Ford School of Public Policy, University of Michigan and NBER (email: [scohodes@umich.edu](scohodes@umich.edu)); Pineda: Teachers College, Columbia University (email: [acp2212@tc.columbia.edu](acp2212@tc.columbia.edu)). We are grateful to Carrie Conaway, Matthew Deninger, Elana McDermott, Alison Bagg, and the staff of the Massachusetts Department of Elementary and Secondary Education and Massachusetts charter schools for facilitating the data access that made this project possible. Astrid Sandsør, Chris Torres, Samantha Eyler-Driscoll, and seminar and conference participants at AEFP, Boston University, IZA, the Midwest Economics of Education Conference, the NBER Economics of Education Meeting, the University of Arkansas, the University of Michigan, and the University of Rochester provided helpful comments. Noa Benveniste provided excellent research support. Thanks also go to the City Fund and Blueprint Labs for financial support for this project. Cohodes’s contribution to the preparation of this manuscript was funded by a grant from the Research Council of Norway, Project Number 325245 . Pineda was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305B200017 to Teachers College Columbia University. Benveniste’s research assistant role was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305B200011 to the University of Michigan. The opinions expressed are those of the authors and do not represent the views of the Institute of Education Sciences or the U.S. Department of Education. This research was deemed exempt from human subjects review by the Institutional Review Boards of Teachers College Columbia University and the University of Michigan.  \nDespite the recent decline in the college wage premium, college graduates still outearn their peers with only a high-school diploma by 75 percent (Bengali et al., 2023; Autor et al., 2023) . With much policy and research in the United States focused on college access, we know less about how K–12 educational experiences contribute to college success (Dynarski et al., 2023) . This paper uses application lotteries to show the causal effects of one K–12 educational intervention—charter schools—on college preparation, enrollment, and graduation.  \nCharter schools are autonomously operated public schools with oversight, curricular, budgetary, and hiring independence from traditional school districts. They are authorized by a stateempowered ent","cbCaie3FfL2yWj3p","https://ap.wps.com/l/cbCaie3FfL2yWj3p","pdf",657901,"English","# Abstract\n## Research question and approach\n## Charter school models compared\n## Main findings\n## Institutional context and acknowledgements","[{\"question\":\"What distinguishes urban and nonurban charter schools in Massachusetts in the study period?\",\"answer\":\"Urban charter schools primarily used “No Excuses” practices, while nonurban charters had greater model variety.\"},{\"question\":\"How does the paper estimate the causal impact of charter schools?\",\"answer\":\"It uses randomized admissions lotteries to compare outcomes for students by locality and school type.\"},{\"question\":\"What are the main college-related outcomes the paper measures?\",\"answer\":\"The study focuses on college preparation, college enrollment, and college graduation.\"}]","Different Paths to College Success - The Impact of Massachusetts' Charter Schools on College Trajectories | PDF",1792061636,101]