This chapter evaluates two education policies using empirical methods. First, it examines the Texas Top Ten Percent (TTP) rule, which increased access to selective universities for high-performing students from underrepresented schools while displacing others. “Pulled In” students benefited from higher enrollment and graduation rates, while “Pushed Out” students compensated by enrolling in other institutions. Second, using regression discontinuity, the chapter analyzes the effect of school-starting age, finding that older starters generally perform better in standardized tests. The findings highlight policy trade-offs and underscore the importance of rigorous evaluation to ensure equitable and effective educational interventions.