Replication data for: The Effect of Access to College Assessments on Enrollment and Attainment

This paper examines if students' college outcomes are sensitive to
access to college admissions tests. I construct a dataset of every test
center location and district policy in the United States linked to the
universe of individual testing records and a large sample of college
enrollment records. I find evidence that SAT taking is responsive to
the opening or closing of a testing center at a student's own or a
neighboring high school and to policies that provide free in-school
administration and default registration. Newly induced takers of high
academic aptitude appear likely to attend and graduate from college.
(JEL H75, I23, I28)