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TZID:Central Standard Time
BEGIN:STANDARD
DTSTART:20181102T020000
RRULE:FREQ=YEARLY;BYDAY=1SU;BYHOUR=2;BYMINUTE=0;BYMONTH=11
TZNAME:Central Standard Time
TZOFFSETFROM:-0500
TZOFFSETTO:-0600
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DTSTART:20180301T020000
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TZNAME:Central Daylight Time
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BEGIN:VEVENT
DESCRIPTION:Department Friday Seminar\, 11:00am - 12:30pm\, UH850\n\nPresen
ter: Lisa Barrow\, Federal Reserve Bank of Chicago\n\nPaper:\nThe Role of
Selective High Schools in Equalizing Educational Outcomes: Using Place-Bas
ed Affirmative Action to Estimate Heterogeneous Effects by Neighborhood So
cioeconomic Status\n\nBY Lisa Barrow\, Lauren Sartain\, and Marisa de la T
orre\n\n"We investigate whether elite Chicago public high schools differen
tially benefit high-achieving students from more and less affluent neighbo
rhoods. Seats are allocated based on prior achievement and neighborhood so
cioeconomic status (SES). Using regression discontinuity design\, we find
no effects on traditional academic outcomes and generally positive effects
on student experiences for all students. For students from low-SES neighb
orhoods\, we estimate significant negative effects on relative rank in hig
h school\, grades\, and the probability of attending a selective college.
Further evidence suggests these effects may be a consequence of being lowe
r-achieving on average relative to classmates admitted from higher SES nei
ghborhoods."
DTEND:20171020T173000Z
DTSTAMP:20190322T084856Z
DTSTART:20171020T160000Z
LOCATION:
SEQUENCE:0
SUMMARY:L. Barrow\, FRB - Department Friday Seminar
UID:RFCALITEM636888233364261498
X-ALT-DESC;FMTTYPE=text/html:Department Friday Seminar\, 11:00am - 12:30pm\
, UH850

\n

\nPresenter: Lisa Barrow\, Federal Reserve Bank of Ch
icago

\n

\nPaper:

\nThe Role of Selective High Schools in E
qualizing Educational Outcomes: Using Place-Based Affirmative Action to Es
timate Heterogeneous Effects by Neighborhood Socioeconomic Status

\n<
br />\nBY Lisa Barrow\, Lauren Sartain\, and Marisa de la Torre

\n

\n"We investigate whether elite Chicago public high schools differentia
lly benefit high-achieving students from more and less affluent neighborho
ods. Seats are allocated based on prior achievement and neighborhood socio
economic status (SES). Using regression discontinuity design\, we find no
effects on traditional academic outcomes and generally positive effects on
student experiences for all students. For students from low-SES neighborh
oods\, we estimate significant negative effects on relative rank in high s
chool\, grades\, and the probability of attending a selective college. Fur
ther evidence suggests these effects may be a consequence of being lower-a
chieving on average relative to classmates admitted from higher SES neighb
orhoods."
END:VEVENT
END:VCALENDAR