Search for EdWorkingPapers here by author, title, or keywords.
Multiple studies have documented the positive effect of school choice on college attendance. We focus instead on the quality of colleges, which is linked to higher graduation rates and later-in-life wages, especially for Black and Hispanic students. We examine the effect of the New Orleans school reforms, a district-wide reform creating an almost all-charter school district, on the quality of colleges that students attended. Using difference-in-differences analysis of statewide microdata, we find that the reforms led students to attend four-year colleges, and higher-quality ones, at higher rates. The reforms also increased the share of college-goers who were well matched to their colleges and this had little effect on transfer or persistence rates. Overall, these results reinforce that the reforms led students to attend higher-quality colleges that will improve long-term life outcomes.
To evaluate how Advanced Placement courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in 23 schools that had not previously offered the course. We find no substantial AP course effects on students’ plans to enroll in college or on their college entrance exam scores. Yet AP course-takers enroll in less selective colleges than their control group counterparts. Negative treatment effects on college selectivity appear to be driven more by low student preparation than teacher inexperience and by students’ matriculation decisions rather than institutional admissions decisions.
Over the past three decades, children from low-income families and those from more affluent families have increasingly been attending different public schools. While recent work has helped us understand patterns of income segregation between districts and schools within districts, we know very little about segregation of students as they experience school: in the classroom. In this paper, we attempt to advance knowledge of trends in the segregation of students by income at the classroom level. We make use of detailed, student-level administrative data from North Carolina which provides a measure of a student’s free/reduced price lunch eligibility, which we refer to as economically disadvantaged (ED) status, along with information on classroom assignments. Since we know the ED status of each student in each classroom, we assess whether ED students are assigned to classes in the same pattern as other students or if are clustered/segregated into different classrooms. We know very little about the magnitude of income-based segregation, and almost nothing about whether this has changed over time, so we provide novel evidence on the question of whether segregation of students by socioeconomic status has increased within schools. We find that within-school segregation has risen by about 10 percent between 2007 and 2014 in elementary and middle schools we study. Further, we find that segregation of ED students within schools is correlated with the level of segregation between schools in districts, and this relationship grew stronger over our panel.
This study reports achievement levels and fall-to-spring gains in grades K to 8 for three groups of English Learners (ELs): (a) ever-ELs who were ever eligible for service; (b) current-ELs who continue to require service; and (b) dually-identified students eligible for both EL and Special Education services. I leverage unique data that include 186,139 ever-ELs and their never-EL peers in 1,520 schools. All three EL groups have lower mean math and reading achievement than the average of all students in kindergarten. Compared to the all-student average, ever-ELs and current-ELs make larger gains in the early grades but smaller gains in the middle grades. Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading. The expanding achievement gaps in the middle grades suggest better academic support is urgently needed for all multilingual students, especially dually-identified students.
We estimate the longer-run effects of attending an effective high school (one that improves a combination of test scores, survey measures of socio-emotional development, and behaviours in 9th grade) for students who are more versus less educationally advantaged (i.e., likely to attain more years of education based on 8th-grade characteristics). All students benefit from attending effective schools. However, the least advantaged students experience the largest improvements in high-school graduation, college-going, and school-based arrests. These patterns are driven by the least advantaged students benefiting the most from school impacts on the non-test-score dimensions of school quality. However, while there is considerable overlap in the effectiveness of schools attended by more and less advantaged students, it is the most advantaged students that are most likely to attend highly effective schools. These patterns underscore the importance of quality schools, and the non-test score components of quality schools, for improving the longer-run outcomes for less advantaged students.
Homelessness is rising among public school students in large cities across the US. Using nine years of student-level administrative data, we examine how homelessness affects students’ mathematics and attendance outcomes within the Los Angeles Unified School District, including the differential effects of homelessness based on duration and timing of their homeless experiences. Results using inverse probability of treatment weighting find that homeless students score 0.13 SD lower on math assessments and miss 5.8 additional days of school than students who never experience homeless. Results suggest that current homelessness has larger negative impacts on math achievement and attendance than former homelessness, and that transitory homelessness has larger negative impacts than persistent homelessness on the same outcomes.
Despite the significant influence that peer motivation is likely to have on educational investments during high school, it is difficult to test empirically since exogenous changes in peer motivation are rarely observed. In this paper, I focus on the 2012 introduction of Deferred Action for Childhood Arrivals (DACA) to study a setting in which peer motivation changed sharply for a subset of high school students. DACA significantly increased the returns to schooling for undocumented youth, while leaving the returns for their peers unchanged. I find that DACA induced undocumented youth to invest more in their education, which also had positive spillover effects on ineligible students (those born in the US) who attended high school with high concentrations of DACA-eligible youth. JEL Codes: I26, H52, J15
One of the controversies surrounding charter schools is whether these schools may either “cream skim” high-performing students from traditional public schools or “pushout” low-achieving students or students with discipline histories, leaving traditional public schools to educate the most challenging students. We use these terms strictly for brevity and acknowledge that many of the reasons that students are labeled high- or low-performing academically or behaviorally are beyond the control of the student. In this study, we use longitudinal statewide data from Tennessee and North Carolina and linear probability models to examine whether there is evidence consistent with these selective enrollment practices. Because school choice programs managed by districts (magnet and open enrollment programs) have a similar ability to cream skim and pushout students, we also examine these outcomes for these programs. Across the various school choice programs, magnet schools have the most evidence of cream skimming, but this might be expected as they often have selective admissions. For charter schools, we do not find patterns in the data consistent with cream skimming, but we do find evidence consistent with pushout behaviors based on discipline records. Finally, some have raised concerns that students may be pushed out near accountability test dates, but our results suggest no evidence consistent with this claim.
Using data with detailed instructor employment information from a state college system, this study examines disciplinary variations in the characteristics and effects of non-tenure-track faculty hired through temporary and long-term employment. We identify substantial differences in the demographic and employment characteristics between the two types of non-tenure-line faculty, where the differences are most pronounced in STEM fields at four-year colleges. Using an instrumental variables strategy to address student sorting, our analyses indicate that taking introductory courses with temporary adjuncts reduces subsequent interest, and the effects are particularly large in STEM fields at four-year colleges. Long-term non-tenure faculty are generally comparable to tenure-track faculty in student subsequent interest, but tenure-track faculty are associated with better subsequent performance in a handful of fields.
Improving college reputation can potentially impact both college choice and graduates’ early labor market performance. We study how one common practice to improve college reputation – colleges changing their names to signal higher quality – affects these two outcomes. Using a large administrative dataset from China, we show that colleges who change their names attract more qualified applicants, with larger effects among applicants who have less information about the college. These impacts persist over time, suggesting that name changes have self-reinforcing effects. To understand how name changes impact college graduates’ labor market performance, we conduct a resume audit study to estimate how listing a college’s new (vs. old) name affects employers’ recruitment decisions. We observe a small beneﬁt for new college names in most jobs, but a penalty in jobs with low skill and experience requirements, which is consistent with employers responding rationally to how college name changes affect student aptitude.