STEM Summer Programs for Underrepresented Youth Increase STEM Degrees

We are grateful to the staff, applicants and participants of the summer programs that are the subject of this paper and to the host institution and its institutional research office. Because the institution is anonymous, we unfortunately cannot individually thank by name the many people who supported this project. Their commitment was instrumental to this experiment, as was feedback and suggestions from Joshua Angrist, Lawrence Katz, and Amanda Pallais. Rebecca Johnson, Stephanie Owen, Samantha Eyler-Driscoll, and seminar and conference participants at APPAM, AEFP, Colby College, Heinrich Heine University Düsseldorf, NBER, the Opportunity and Inclusive Growth Initiative at the Minneapolis Federal Reserve Bank, the University of Michigan, and Yale University provided helpful comments. Excellent research assistance came from Elizabeth Huffaker, Taylor Myers, Marisa Morin, and Katharine Parham. We thank the Alfred P. Sloan Foundation, the Teachers College Provost’s Investment Fund, the National Center for Institutional Diversity at the University of Michigan, the Lab for Economic Applications and Policy at Harvard University, and the National Science Foundation for financial support. The National Bureau of Economic Research, Teachers College Columbia University, Blueprint Labs, Harvard University, and the University of Michigan all provided institutional support. This study is registered in the AEA RCT Registry under identifying number: AEARCTR-0002888. Ho is a research and evaluation manager at Chinese for Affirmative Action, a non-profit that advocates for affirmative action and diversity, equity, and inclusion policies. She is an author of this article in her personal capacity and not in her professional capacity. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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• July 6, 2022