1. Home
  2. tabritton

Tolani Britton

Institution: University of California, Berkeley

Tolani Britton uses quasi-experimental methods to explore the impact of policies on students’ transition from secondary school to higher education, as well as access and retention in higher education. Recent work explores whether the disproportionate increase in incarceration of Black males for drug possessions and manufacture increased gaps in college enrollment rates by race and gender over two time periods- after the passage of the Anti-Drug Act from 1986 - 1993 and after the passage of the Violent Crime Control and Law Enforcement Act from 1995 - 2000.

Prior to earning her doctorate in Quantitative Policy Analysis at Harvard Graduate School of Education, Professor Britton worked as a high school math teacher and college counselor in New York City public schools and as a policy analyst for the Organization for Economic Cooperation and Development (OECD) in Paris, France. Her scholastic credentials include a Master of Arts in Economics from Tufts University, a Master of Arts in French Cultural Studies from Columbia University, and a Bachelor of Arts in both Economics and French Literature from Tufts University.

EdWorkingPapers

College Now...or Later: Measuring the Effects of Dual Enrollment on Postsecondary Access and Success
Tolani A. Britton, Birunda Chelliah, Millie Symns, Vandeen Campbell.

Research suggests that earning college credits in high school increases the likelihood of postsecondary progress and graduation. In this study, we measure the impact of dual enrollment in high school and college courses through the College Now (CN) program on college enrollment for students in New York City. We use a regression discontinuity design (RDD) that estimates the causal local average effect of the treatment — eligibility for dual enrollment in college classes while in high school — on college enrollment. We find that being eligible for CN leads to a 7% point increase in the likelihood of college enrollment and an 8.6% point increase in the likelihood of enrollment in a four-year college. Students who were eligible for CN and enrolled in CN were 20% points more likely to enroll in college.

More →

Download 08/2019430.86 KB