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A growing body of rigorous research demonstrates that NMSI’s programs are producing measurable and lasting improvements in teacher effectiveness, student achievement and post-secondary and workforce outcomes, including college persistence and wage earning. We are using these findings to guide the improvement and expansion of our programs, and to embark on new investigations with recognized leaders in education research.

NMSI actively engages with education researchers at universities and organizations across the country on studies of the effectiveness of NMSI programs. Recent studies include:

Do College-Preparatory Programs Improve Long-Term Outcomes?

Jackson examined the impact of the Texas APTIP program (now known as the College Readiness Program) and found that participating students earned more AP qualifying scores, were more likely to remain in college beyond their first and second years, and earned higher wages.

Citation: Jackson, C.K. (2014). Do college-preparatory programs improve long-term outcomes? Economic Inquiry, 52(1), 72-99.

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The Effects of an Incentive-Based High-School Intervention on College Outcomes

Jackson found that Texas students participating in the College Readiness Program attended college in greater numbers, had improved college GPAs, and were more likely to remain in college beyond their freshman year. The study also found find evidence of increased college graduation for black and Hispanic students. 

Citation: Jackson, C.K. (2010). The effects of an incentive-based high-school intervention on college outcomes (NBER Working Paper N. 15722). Cambridge, MA: National Bureau of Economic Research.

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A Little Now for a Lot Later: A Look at a Texas Advanced Placement Incentive Program

Jackson found that program adoption was associated with increased AP course and exam taking, increases in the number of students with high SAT/ACT scores, and increases in college matriculation.

Citation: Jackson, C.K. (2007). A little now for a lot later: A look at a Texas Advanced Placement incentive program. Retrieved from Cornell University, School of Industrial and Labor Relations.

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The Advanced Placement Teacher Training Incentive Program (APTIP): Estimating the Impact of an Incentive and Training Program on Students

Holtzman found that what is now called the College Readiness Program had a positive and statistically significant first-year impact on student enrollment in AP courses in math, science, and English and on students’ success on related AP exams, as measured by exam scores of 3 or higher.

Citation: Holtzman, Deborah J. (2010). The Advanced Placement Teacher Training Incentive Program (APTIP): Estimating the impact of an incentive and training program on students. Unpublished manuscript, American Institutes for Research, Washington, D.C.

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