@techreport{ai26-1640,
  title = {{When Advanced Learning Programs Expand: Evidence on Access and Achievement}},
  author = {Seth Walker and Tara Kilbride},
  institution = {Annenberg Institute at Brown University},
  type = {EdWorkingPaper},
  number = {26-1640},
  year = {2026},
  month = {November},
  doi = {10.26300/7j1a-1y04},
  url = {https://edworkingpapers.com/ai26-1640},
  abstract = {This paper examines how a district-wide expansion of an advanced learning program reshaped access and short-run academic outcomes. The reform replaced an opt-in identification process with universal screening based on district assessments and expanded program capacity, resulting in larger entering cohorts and a participant pool that more closely reflected the district’s student population. Following the reform, the achievement gap between program participants and their non-participating peers narrowed, particularly in math, with variation across entering cohorts closely related to cohort composition. To separate compositional shifts from changes in achievement after enrollment, we re-estimate the model with student fixed effects. These estimates show little evidence of a change in the achievement gap, indicating that compositional shifts account for much of the observed narrowing. These findings suggest that broader access need not come at the expense of participants’ academic progress.},
}