- Paul Yoo
Search EdWorkingPapers by author, title, or keywords.
Although existing research suggests that students benefit on a range of outcomes when they enroll in early algebra classes, policy efforts that accelerate algebra enrollment for large numbers of students often have negative effects. Explanations for this apparent contradiction often emphasize the potential role of teacher and peer effects, which could create positive effects for individual students placed into early algebra that would not translate to larger-scale policies. We use detailed data from Oregon that contain information on the teachers and peers to whom students are exposed in order to investigate these explanations. Our regression discontinuity analyses replicate key findings from prior studies, indicating that placement in eighth-grade algebra boosts student achievement in math and English language arts. We then demonstrate that eighth-grade algebra placement positively affects the achievement level of students’ classmates, as well as the years of experience and value added of students’ math teachers. The effects on peer composition that we observe are large enough to plausibly explain the majority of the effects of eighth-grade algebra on student test scores.
Virtual charter schools are increasingly popular, yet there is no research on the long-term outcomes of virtual charter students. We link statewide education records from Oregon with earnings information from IRS records housed at the US Census Bureau to provide evidence on how virtual charter students fare as young adults. Virtual charter students have substantially worse high school graduation rates, college enrollment rates, bachelor's degree attainment, employment rates, and earnings than students in traditional public schools. Although there is growing demand for virtual charter schools, our results suggest that students who enroll in virtual charters may face negative long-term consequences.This paper is available exclusively at REACH until June 30, 2023. //-->
Despite interest in the role of school discipline in the creation of racial inequality, previous research has been unable to identify how students who receive suspensions in school differ from unsuspended classmates on key young adult outcomes. We utilize novel data to document the links between high school discipline and important young adult outcomes related to criminal justice contact, social safety net program participation, post-secondary education, and the labor market. We show that the link between school discipline and young adult outcomes tends to be stronger for Black students than for White students, and that inequality in exposure to school discipline accounts for approximately 30 percent of the Black-White disparities in young adult criminal justice outcomes and SNAP receipt.