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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 behaviors 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, but the least advantaged students experience larger improvements in high-school graduation, college going, and school-based arrests. This heterogeneity is not solely due to less-advantaged groups being marginal for particular outcomes. Commonly used test-score value-added understates the long-run importance of effective schools, particularly for less-advantaged populations. Patterns suggest this partly reflects less-advantaged students being relatively more responsive to non-test-score dimensions of school quality.
Levels of governance (the nation, states, and districts), student subgroups (racially and ethnically minoritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recently available data, we describe inequality in multiple dimensions. At the national level, racially and ethnically minoritized and economically disadvantaged students receive between $30 and $800 less in K-12 expenditures per pupil than White and economically advantaged students. At the state and district levels, per-pupil expenditures generally favor racially and ethnically minoritized and economically disadvantaged students compared to White and economically advantaged students. Looking at nonpecuniary resources, minoritized and economically disadvantaged students have smaller class sizes than their subgroup counterparts in the average district, but these students also have greater exposure to inexperienced teachers. We see no evidence that district-level spending in favor of traditionally disadvantaged subgroups is explained by district size, average district spending, teacher turnover, or expenditures on auxiliary staff, but Black and Hispanic spending advantage is correlated with the relative size of the Black and Hispanic special education population.
Four-day school weeks are becoming increasingly common in the United States, but their effect on students’ achievement is not well-understood. The small body of existing research suggests the four-day schedule has relatively small, negative average effects (~-0.02 to -0.09 SD) on annual, standardized state test scores in math and reading, but these studies include only a single state or are limited by using district-level data. We conduct the first multi-state, student-level analysis that estimates the effect of four-day school weeks on student achievement and a more proximal measure of within-year growth using NWEA MAP Growth assessment data. We conduct difference-in-differences analyses to estimate the effect of attending a four-day week school relative to attending a five-day week school. We estimate significant negative effects of the schedule on spring reading achievement (-0.07 SD) and fall-to-spring achievement gains in math and reading (-0.06 SD in both). The negative effects of the schedule are disproportionately larger in non-rural schools than rural schools and for female students, and they may grow over time. Policymakers and practitioners will need to weigh the policy’s demonstrated negative average effects on achievement in their decisions regarding how and if to implement a four-day week.
Scholars argue the “racial achievement gap” frame perpetuates deficit mindsets. Previously, we found teachers gave lower priority to racial equity when disparities were framed as “achievement gaps” versus “inequality in educational outcomes.” In this brief, we analyze data from two survey experiments using a teacher sample and an MTurk sample. We find: (1) the effect of “achievement gap” (AG) language on equity prioritization is moderated by implicit bias, with larger negative effects among teachers holding stronger anti-Black/pro-White stereotypes, (2) the negative effect of AG language replicates with non-teachers, and (3) AG language causes respondents to express more negative racial stereotypes.
For decades, pundits, politicians, college administrators, and academics have lamented the dismal rates of civic engagement among students who enroll in courses and eventually major in science, technology, engineering, and mathematics (i.e., STEM) fields. However, the research supporting this conclusion has faced distinct challenges in terms of data quality. Does STEM actually decrease the odds that young people will be actively involved in democracy? This paper assesses the relationship between studying STEM and voting. To do so, we create a dataset of over 23 million students in the U.S. matched to national validated voting records. The novel dataset is the largest known individual-level dataset in the U.S. connecting high school and college students to voting outcomes. It also contains a rich set of demographic and academic variables, to account for many of the common issues related to students' selection into STEM coursework. We consider two measures of STEM participation ---Advanced Placement (AP) Exam taking in high school and college major. Using both measures, we find that, unconditionally, STEM students are slightly more likely to vote than their non-STEM peers. After including the rich set of controls, the sign reverses and STEM students are slightly less likely to vote than their non-STEM peers. However, these estimated relationships between STEM and voting are small in magnitude---about the same effect size as a single get-out-the-vote mailer---and we can rule out even very modest causal effects of marginally more STEM coursework on voting for the typical STEM student. We cannot rule out modest effects for a few subfields. Our analyses demonstrate that, on average, marginally more STEM coursework in high school and college does not contribute to the dismally low participation rates among young people in the U.S.
Many states use high-school exit examinations to assess students’ career and college readiness in core subjects. We find meaningful consequences of barely passing the mathematics examination in Massachusetts, as opposed to just failing it. However, these impacts operate at different educational attainment margins for low-income and higher-income students. As in previous work, we find that barely passing increases the probability of graduating from high school for low-income (particularly urban low-income) students, but not for higher-income students. However, this pattern is reversed for 4-year college graduation. For higher-income students only, just passing the examination increases the probability of completing a 4-year college degree by 2.1 percentage points, a sizable effect given that only 13% of these students near the cutoff graduate.
Because high-stakes testing for school accountability does not begin until third grade, accountability ratings for elementary schools do not directly measure students’ academic progress in grades K through 2. While it is possible that children’s test scores in grades 3 and above are highly correlated with children’s outcomes in the untested grades, research provides reasons to believe that this might not be the case in all schools. This study explores whether measures of school quality based on test scores in grades 3 through 5 serve as a strong proxy for children’s academic outcomes in grades K through 2. The results show that directly accounting for children’s test scores in the early grades could lead to meaningful changes in schools’ test-based performance ratings. The findings have important implications for accountability policy.
Nearly all studies of preschool’s long-run effects examine means-tested programs; little is known about the long-run effects of universal programs. A number of key differences—including population served, scale, and counterfactual options—may cause universal programs to have different effects than previously studied means-tested programs. Using a difference-in-differences framework, I estimate the effects of Georgia’s first-in-the-nation statewide universal pre-K program on adult educational attainment and employment. The program made children 4.5 percent more likely to graduate from high school and 13.7 percent more likely to obtain a bachelor’s degree (although the latter effect is imprecise). I find similar results in a supplemental analysis that uses the synthetic control method. I find no effects on associate degree attainment or employment.
In this paper, I study the causal relationship between violence and human capital accumulation. Due to a power vacuum left in conflict zones of Colombia after the 2016 peace agreement, large spikes in violence were reported in the municipalities of the country dominated by the rebel group FARC. I compare student test scores in municipalities that experienced the increase in violence to the ones that did not, before and after the national peace agreement. I find that a 10 percent increase in the homicide rate reduces average high school test scores by approximately 0.03 standard deviations. However, this impact is greater in the case of poor students who suffered a reduction of about 0.1 standard deviations per subject area, equivalent to 3.3 percentage points out of the final score. I also consider heterogeneity by gender finding a slightly larger negative impact on female students. This disparate effect on women and on the poorest students adds new evidence to the literature on the effects of armed conflict on learning outcomes.