| . | . | . | . | . | . | . | . | Among Poor Students . | |||
|---|---|---|---|---|---|---|---|---|---|---|---|
| . | All (1) . | White (2) . | Black (3) . | Female (4) . | Male (5) . | Non-Poor (6) . | Poor (7) . | Urban (8) . | Rural (9) . | High Gr. 8 Scores (10) . | Low Gr. 8 Scores (11) . |
| Scoring college-ready (ACT ≥ 20) | |||||||||||
| Percent of ACT/SAT-takers | 58.2 | 64.5 | 19.4 | 57.4 | 59.2 | 62.5 | 33.5 | 20.0 | 47.0 | 56.7 | 16.4 |
| (0.9) | (0.5) | (2.1) | (0.9) | (0.8) | (0.7) | (1.2) | (2.0) | (0.9) | (1.0) | (0.8) | |
| Percent of non-takers (latent score) | 21.3 | 23.9 | 4.5 | 21.9 | 20.8 | 27.6 | 11.3 | 8.8 | 12.1 | 32.1 | 5.4 |
| (1.5) | (1.5) | (1.4) | (1.8) | (1.3) | (1.8) | (0.5) | (1.0) | (1.0) | (1.3) | (0.3) | |
| Proportion of non-takers to takers | 0.227 | 0.221 | 0.175 | 0.193 | 0.265 | 0.217 | 0.480 | 0.544 | 0.392 | 0.365 | 0.651 |
| (0.016) | (0.013) | (0.060) | (0.016) | (0.017) | (0.014) | (0.032) | (0.092) | (0.043) | (0.024) | (0.054) | |
| Scoring college-ready (ACT ≥ 22) | |||||||||||
| Percent of ACT/SAT-takers | 41.9 | 47.0 | 10.1 | 40.7 | 43.4 | 45.7 | 20.6 | 10.7 | 30.3 | 37.8 | 7.9 |
| (0.8) | (0.6) | (1.2) | (0.9) | (0.8) | (0.8) | (0.8) | (1.2) | (0.8) | (0.9) | (0.4) | |
| Percent of non-takers (latent score) | 13.0 | 14.6 | 1.9 | 13.3 | 12.8 | 18.1 | 5.0 | 4.5 | 4.7 | 16.9 | 1.5 |
| (1.4) | (1.4) | (1.0) | (1.6) | (1.2) | (1.8) | (0.4) | (0.7) | (0.8) | (1.2) | (0.2) | |
| Proportion of non-takers to takers | 0.192 | 0.185 | 0.137 | 0.164 | 0.222 | 0.195 | 0.343 | 0.518 | 0.234 | 0.287 | 0.383 |
| (0.020) | (0.016) | (0.065) | (0.020) | (0.020) | (0.018) | (0.034) | (0.095) | (0.049) | (0.027) | (0.055) | |
| . | . | . | . | . | . | . | . | Among Poor Students . | |||
|---|---|---|---|---|---|---|---|---|---|---|---|
| . | All (1) . | White (2) . | Black (3) . | Female (4) . | Male (5) . | Non-Poor (6) . | Poor (7) . | Urban (8) . | Rural (9) . | High Gr. 8 Scores (10) . | Low Gr. 8 Scores (11) . |
| Scoring college-ready (ACT ≥ 20) | |||||||||||
| Percent of ACT/SAT-takers | 58.2 | 64.5 | 19.4 | 57.4 | 59.2 | 62.5 | 33.5 | 20.0 | 47.0 | 56.7 | 16.4 |
| (0.9) | (0.5) | (2.1) | (0.9) | (0.8) | (0.7) | (1.2) | (2.0) | (0.9) | (1.0) | (0.8) | |
| Percent of non-takers (latent score) | 21.3 | 23.9 | 4.5 | 21.9 | 20.8 | 27.6 | 11.3 | 8.8 | 12.1 | 32.1 | 5.4 |
| (1.5) | (1.5) | (1.4) | (1.8) | (1.3) | (1.8) | (0.5) | (1.0) | (1.0) | (1.3) | (0.3) | |
| Proportion of non-takers to takers | 0.227 | 0.221 | 0.175 | 0.193 | 0.265 | 0.217 | 0.480 | 0.544 | 0.392 | 0.365 | 0.651 |
| (0.016) | (0.013) | (0.060) | (0.016) | (0.017) | (0.014) | (0.032) | (0.092) | (0.043) | (0.024) | (0.054) | |
| Scoring college-ready (ACT ≥ 22) | |||||||||||
| Percent of ACT/SAT-takers | 41.9 | 47.0 | 10.1 | 40.7 | 43.4 | 45.7 | 20.6 | 10.7 | 30.3 | 37.8 | 7.9 |
| (0.8) | (0.6) | (1.2) | (0.9) | (0.8) | (0.8) | (0.8) | (1.2) | (0.8) | (0.9) | (0.4) | |
| Percent of non-takers (latent score) | 13.0 | 14.6 | 1.9 | 13.3 | 12.8 | 18.1 | 5.0 | 4.5 | 4.7 | 16.9 | 1.5 |
| (1.4) | (1.4) | (1.0) | (1.6) | (1.2) | (1.8) | (0.4) | (0.7) | (0.8) | (1.2) | (0.2) | |
| Proportion of non-takers to takers | 0.192 | 0.185 | 0.137 | 0.164 | 0.222 | 0.195 | 0.343 | 0.518 | 0.234 | 0.287 | 0.383 |
| (0.020) | (0.016) | (0.065) | (0.020) | (0.020) | (0.018) | (0.034) | (0.095) | (0.049) | (0.027) | (0.055) | |
Notes: The sample is all first-time, public school Michigan eleventh graders in years 2004–09, conditional on reaching spring of eleventh grade. Row 1, column 1 reports that 58.2 percent of students taking the ACT or SAT pre-policy scored at least a 20. Row 2, column 1 reports that 21.3% of students who took neither exam pre-policy would have scored at least a 20. Row 3, column 1 reports that for every 100 students scoring at least a 20 pre-policy, there were 22.7 students who would have scored at least a 20, but who took neither exam. Latent scores of non-takers estimated as explained in text and reweighted to adjust for cohort size and composition following DiNardo, Fortin, and Lemieux (1996). Free lunch status measured as of eleventh grade. Standard errors in parentheses calculated using 200 bootstrap replications.