View in EDS

The Effect of College Entrance Exam Policies on Test Preparation and Tutoring Services. EdWorkingPaper No. 25-1304

Saved in:
Bibliographic Details
Title: The Effect of College Entrance Exam Policies on Test Preparation and Tutoring Services. EdWorkingPaper No. 25-1304
Language: English
Authors: D'Wayne Bell, Edward J. Kim, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 38
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: College Entrance Examinations, Test Coaching, Tutoring, Private Education, High School Students, State Policy
Assessment and Survey Identifiers: SAT (College Admission Test), ACT Assessment
Abstract: Multiple studies suggest that policies mandating college entrance exams can have positive impacts on college outcomes, especially for students who would otherwise not sit for the exam. Less understood is how families react to this increased competition for college admissions. Our study estimates that such statewide mandatory testing policies cause an additional 16% increase in private tutoring prevalence, with more pronounced effects in high income, highly educated, and high proportion Asian areas. The results were robust to model specification choices and placebo tests using music instruction and martial arts industries. Our findings suggest that interventions to further educational equality may have second order effects that undermine their impact as families adjust their behavior to stay competitive.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678297
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED678297
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED678297
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of College Entrance Exam Policies on Test Preparation and Tutoring Services. EdWorkingPaper No. 25-1304
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22D'Wayne+Bell%22">D'Wayne Bell</searchLink><br /><searchLink fieldCode="AR" term="%22Edward+J%2E+Kim%22">Edward J. Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22"><i>Annenberg Institute for School Reform at Brown University</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 38
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Coaching%22">Test Coaching</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Education%22">Private Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22SAT+%28College+Admission+Test%29%22">SAT (College Admission Test)</searchLink><br /><searchLink fieldCode="SU" term="%22ACT+Assessment%22">ACT Assessment</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Multiple studies suggest that policies mandating college entrance exams can have positive impacts on college outcomes, especially for students who would otherwise not sit for the exam. Less understood is how families react to this increased competition for college admissions. Our study estimates that such statewide mandatory testing policies cause an additional 16% increase in private tutoring prevalence, with more pronounced effects in high income, highly educated, and high proportion Asian areas. The results were robust to model specification choices and placebo tests using music instruction and martial arts industries. Our findings suggest that interventions to further educational equality may have second order effects that undermine their impact as families adjust their behavior to stay competitive.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED678297
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678297
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
    Subjects:
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Test Coaching
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Private Education
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: State Policy
        Type: general
      – SubjectFull: SAT (College Admission Test)
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
    Titles:
      – TitleFull: The Effect of College Entrance Exam Policies on Test Preparation and Tutoring Services. EdWorkingPaper No. 25-1304
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Annenberg Institute for School Reform at Brown University
      – PersonEntity:
          Name:
            NameFull: D'Wayne Bell
      – PersonEntity:
          Name:
            NameFull: Edward J. Kim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Annenberg Institute for School Reform at Brown University
              Type: main
ResultId 1