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Abstract
This dissertation aims to analyze the relationship between the EITC and the educational trajectories of young adults, focusing on metrics such as high school GPA, college GPA, college attendance, academic expectations and aspirations, and college completion rates. By examining a range of academic performance indicators, as well as aspirations and expectations, this study seeks to contribute to a deeper understanding of the multifaceted impacts of the EITC beyond its legislated objectives. The analysis shows that exposure to EITC during high school, measured as the annual average statutory limit of combined federal and state tax credits that a student’s family is eligible to receive, has a statistically significant positive effect on high school and college GPA. Further, the findings indicate that exposure to EITC improves the probability of completing college. Heterogeneity analyses show some differences in the impacts of EITC on these outcomes by gender and race groups. The effects of EITC on college attendance, academic expectations, and aspirations were not found to be statistically significant.