On the public citation graph
Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan
0 signed · 50 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/pam.20586openalex-snapshot
The impact of no Child Left Behind on student achievement
inferredcites →https://doi.org/10.1016/j.jpubeco.2004.08.004openalex-snapshot
Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools
inferredcites →https://doi.org/10.1016/j.jpubeco.2007.02.002openalex-snapshot
Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling
inferredcites →https://doi.org/10.1016/s0272-7757(00)00022-4openalex-snapshot
Higher standards, more dropouts? Evidence within and across time
inferredcites →https://doi.org/10.1023/a:1009601517753openalex-snapshot
Opportunities For Learning: Course Sequences and Positional Advantages
inferredcites →https://doi.org/10.1037/0012-1649.42.1.70openalex-snapshot
Math and science motivation: A longitudinal examination of the links between choices and beliefs.
inferredcites →https://doi.org/10.1080/19345740802676739openalex-snapshot
“Double-Dose” Algebra as an Alternative Strategy to Remediation: Effects on Students' Academic Outcomes
inferredcites →https://doi.org/10.1086/506495openalex-snapshot
The Path through Math: Course Sequences and Academic Performance at the Intersection of Race‐Ethnicity and Gender
inferredcites →https://doi.org/10.1086/587153openalex-snapshot
The Social Dynamics of Mathematics Coursetaking in High School
inferredcites →https://doi.org/10.1111/j.1467-937x.2009.00536.xopenalex-snapshot
Training, Wages, and Sample Selection: Estimating Sharp Bounds on Treatment Effects
inferredcites →https://doi.org/10.1126/science.1144214openalex-snapshot
The Two High-School Pillars Supporting College Science
inferredcites →https://doi.org/10.1162/003465304323031076openalex-snapshot
The Effect of High School Courses on Earnings
inferredcites →https://doi.org/10.1162/edfp_a_00206openalex-snapshot
ACT for All: The Effect of Mandatory College Entrance Exams on Postsecondary Attainment and Choice
inferredcites →https://doi.org/10.1162/rest.2010.12366openalex-snapshot
The American High School Graduation Rate: Trends and Levels
inferredcites →https://doi.org/10.1177/0895904808320678openalex-snapshot
State High School Exit Examinations and NAEP Long-Term Trends in Reading and Mathematics, 1971-2004
inferredcites →https://doi.org/10.1198/jasa.2009.ap08746openalex-snapshot
Synthetic Control Methods for Comparative Case Studies: Estimating the Effect of California’s Tobacco Control Program
inferredcites →https://doi.org/10.1257/000282806776157641openalex-snapshot
Estimating Average and Local Average Treatment Effects of Education when Compulsory Schooling Laws Really Matter
inferredcites →https://doi.org/10.1257/jel.51.2.370openalex-snapshot
U.S. High School Graduation Rates: Patterns and Explanations
inferredcites →https://doi.org/10.1353/jhr.2015.0004openalex-snapshot
Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
inferredcites →https://doi.org/10.2307/2937954openalex-snapshot
Does Compulsory School Attendance Affect Schooling and Earnings?
inferredcites →https://doi.org/10.2307/3069616openalex-snapshot
Limitations in the Use of Achievement Tests as Measures of Educators' Productivity
inferredcites →https://doi.org/10.3102/0002831211426347openalex-snapshot
Does Raising the Bar Level the Playing Field?
inferredcites →https://doi.org/10.3102/01623737023002099openalex-snapshot
Getting Tough? The Impact of High School Graduation Exams
inferredcites →https://doi.org/10.3102/01623737028002131openalex-snapshot
High School Exit Examinations and State-Level Completion and GED Rates, 1975 Through 2002
inferredcites →https://doi.org/10.3102/0162373709343471openalex-snapshot
College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago
inferredcites →https://doi.org/10.3102/0162373709352530openalex-snapshot
The Consequences of High School Exit Examinations for Low-Performing Urban Students: Evidence From Massachusetts
inferredcites →https://doi.org/10.3102/0162373712453869openalex-snapshot
The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students
inferredcites →https://doi.org/10.3102/0162373713493129openalex-snapshot
What Would It Take to Change an Inference? Using Rubin’s Causal Model to Interpret the Robustness of Causal Inferences
inferredcites →https://doi.org/10.3386/w5264openalex-snapshot
An Empirical Analysis of the Welfare Magnet Debate Using the NLSY
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4166635openalex-extracted
Do School Reforms Shape Study Behavior at University? Evidence From an Instructional Time Reform
inferred← citeshttps://doi.org/10.1002/tea.21745openalex-snapshot
Factors affecting students' learning from a design‐based implementation research project in diverse education systems
inferred← citeshttps://doi.org/10.1002/tesq.70223openalex-snapshot
Understanding STEM Coursetaking Among English Learner Subgroups: Longitudinal Evidence From Four State Policy Contexts
inferred← citeshttps://doi.org/10.1016/bs.hesedu.2022.11.007openalex-snapshot
Addressing nonfinancial barriers to college access and success: Evidence and policy implications
inferred← citeshttps://doi.org/10.1016/j.econedurev.2024.102526openalex-snapshot
Does instructional time at school influence study time at university? Evidence from an instructional time reform
inferred← citeshttps://doi.org/10.1080/00036846.2021.1983139openalex-snapshot
Does more maths and natural sciences in high school increase the share of female STEM workers? Evidence from a curriculum reform
inferred← citeshttps://doi.org/10.1080/13636820.2019.1578818openalex-snapshot
Can growth in the availability of STEM technical education improve equality in participation?: evidence from Massachusetts
inferred← citeshttps://doi.org/10.1080/15700763.2019.1696371openalex-snapshot
When “College and Career Ready” Means Only (or Mostly) College Ready: Perspectives From Stakeholders in Six Rural and Small Communities
inferred← citeshttps://doi.org/10.1080/19313152.2022.2080900openalex-snapshot
Supporting multilingual students from policy to practice: Systemic initiatives to create equitable career and technical education
inferred← citeshttps://doi.org/10.1080/19345747.2022.2051652openalex-snapshot
The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons
inferred← citeshttps://doi.org/10.1080/19345747.2025.2518995openalex-snapshot
Project Lead the Way: Impacts of a High School Applied STEM Program on Early Post-Secondary Outcomes
inferred← citeshttps://doi.org/10.1111/coep.12637openalex-snapshot
Making the grade: The effect of teacher grading standards on student outcomes
inferred← citeshttps://doi.org/10.1177/016146811912101106openalex-snapshot
External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools
inferred← citeshttps://doi.org/10.1177/1536867x19874223openalex-snapshot
konfound: Command to quantify robustness of causal inferences
inferred← citeshttps://doi.org/10.14507/epaa.32.8545openalex-snapshot
Who benefits from high school exit exams? Examining variations in math course-taking by abilities and socioeconomic status
inferred← citeshttps://doi.org/10.2139/ssrn.6276687openalex-snapshot
Does Greater Curriculum Flexibility in High School Affect STEM Participation?
inferred← citeshttps://doi.org/10.3102/0013189x20933876openalex-snapshot
What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida’s Developmental Education Reform on Introductory College-Level Course Completion
inferred← citeshttps://doi.org/10.3102/0013189x221137899openalex-snapshot
Mixed Signals? Economically (Dis)advantaged Students’ College Attendance Under Mandatory College and Career Readiness Assessments
inferred← citeshttps://doi.org/10.3102/0162373719834067openalex-snapshot
The Impact of the Michigan Merit Curriculum on High School Math Course-Taking
inferred← citeshttps://doi.org/10.3102/0162373719876923openalex-snapshot
High School Course Access and Postsecondary STEM Enrollment and Attainment
inferred← citeshttps://doi.org/10.3102/01623737211052310openalex-snapshot
College Comes to High School: Participation and Performance in Tennessee’s Innovative Wave of Dual-Credit Courses
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.