Abstract
The purpose of this study is to verify the effect of attending Gyeonggi-do innovation school on college entrance and academic achievement. In particular, the analysis is conducted using the inverse probability of treatment weighting of propensity score to empirically verify the longitudinal effect of the innovation school attendance experience and whether additional effects occur through the linkage of innovation education. As a result of the analysis, the experience of attending an innovation high school has a positive effect on college entrance, the probability of entering a four-year university, while the difference between general middle school graduates and innovation middle school graduates on college entrance is not significant. The interaction between innovation middle school and innovation high school on the location of the university and the university ranking is significant, indicating that the linkage of innovation education is advantageous for college entrance. On the other hand, there is no difference in CSAT scores between general school graduates and innovation school graduates. These results show that Gyeonggi-do innovation high school has a positive effect on college entrance of its students. In particular, it is confirmed that the positive effect is amplified when both middle and high schools are in innovative education. Also among innovation high school graduates, those from general middle schools shows disadvantageous college entrance results while those from innovation middle schools shows favorable results. This result shows the necessity of linking innovative education from middle school level to high school level.
Published Version
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