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We study the long-term effects of a psychological intervention on longitudinal academic outcomes and degree completion of college students. All freshmen at a large public university were randomized to an online growth mindset, belonging, or control group. We tracked students’ academic outcomes including GPA, number of credits attempted and earned, major choices, and degree completion. We found no evidence of longitudinal academic treatment effects in the full sample. However, the mindset treatment improved term GPAs for Latinx students and the probability for Pell-eligible and Latinx students to major in selective majors. We also found no evidence of increased rates of on-time graduation, however, the treatment raised the probability to graduate with selective majors in four years, especially for Latinx students.
School closures induced by COVID-19 placed heightened emphasis on alternative ways to measure student learning besides in-person exams. We leverage the administration of phone-based assessments (PBAs) measuring numeracy and literacy for primary school children in Kenya, along with in-person standardized tests administered to the same students prior to school shutdowns, to assess the validity of PBAs. Compared to repeated in-person assessments, PBAs did not severely misclassify students’ relative performance, but PBA scores did tend to be further from baseline in-person scores than repeated in-person assessments from each other. As such, PBAs performed well at measuring aggregate but not individual learning levels. Administrators can therefore use these tools for aggregate measurement, such as in the context of impact evaluation, but be wary of PBAs for individual-level tracking or high-stakes decisions. Results also reveal the importance of making deliberate efforts to reach a representative sample and selecting items that provide discriminating power.
We use roster data of 96 top U.S. economics departments to document the academic origins of their tenure-track faculty. Academic origins may have implications for how undergraduate (B.A.) and doctoral (Ph.D.) students are trained and placed, as well as the type of research produced. We find that faculty educated at top-ranked Ph.D. universities are overrepresented; e.g., over half of our sample attended a top 15 university, and over a third attended a top six university. We find similar, but less pronounced, patterns for B.A. origins; e.g., over a third of those with a U.S. B.A. attended a top 15 university.
Recent expansions of child tax, food assistance and health insurance programs have made American families’ need for a robust social safety net highly evident, while researchers and policymakers continue to debate the best way to support families via the welfare state. How much do children – and which children – benefit from social spending? Using the State-by-State Spending on Kids Dataset, linked to National Vital Statistics System birth data from 1998-2017, we examine how state-level child spending affects infant health across maternal education groups. We find that social spending has benefits for both low birth weight and preterm birth rates, especially among babies born to mothers with less than a high school education. The stronger benefits of social spending among lower-educated families lead to meaningful declines in educational gaps in infant health as social spending increases. Finally, mediation analyses suggest that social spending benefits infant health through mothers’ increased access to prenatal services, as well as improvements in health behaviors. Our findings are consistent with the idea that a strong local welfare state benefits child health and increases equality of opportunity, and that spending on non-health programs is equally beneficial for child health as investments in health programs.
Despite growing evidence that classroom interventions in science, technology, engineering, and mathematics (STEM) can increase student achievement, there is little evidence regarding how these interventions affect teachers themselves and whether these changes predict student learning. We present results from a meta-analysis of 37 experimental studies of preK-12 STEM professional learning and curricular interventions, seeking to understand how STEM classroom interventions affect teacher knowledge and classroom instruction, and how these impacts relate to intervention impacts on student achievement. Compared with control group teachers, teachers who participated in STEM classroom interventions experienced improvements in content and pedagogical content knowledge and classroom instruction, with a pooled average impact estimate of +0.56 standard deviations. Programs with larger impacts on teacher practice yielded larger effects on student achievement, on average. Findings highlight the positive effects of STEM instructional interventions on teachers, and shed light on potential teacher-level mechanisms via which these programs influence student learning.
Families and governments are the primary sources of investment in children, proving access to basic resources and other developmental opportunities. Recent research identifies significant class gaps in parental investments that contribute to high levels of inequality by family income and education and, potentially, to inequality in children’s development. State-level public investments in children and families have the potential to reduce class inequality in children’s developmental environments by affecting parents’ behavior. Using newly assembled administrative data from 1998-2014, linked to household-level data from the Consumer Expenditure Survey, we examine how public sector investment in income support, health and education is associated with the private expenditures of low and high-SES parents on developmental items for children. Are class gaps in parental investments in children narrower in contexts of higher public investment for children and families? We find that more generous public spending for children and families is associated with significantly narrower class gaps in private parental investments. Moreover, we find that equalization is driven by bottom up increases in low-SES household spending for the progressive investments of income support and health, and by top down decreases in high-SES household spending for the universal investment of public education.
Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district level panel data from Oklahoma and a difference-in-differences research design to provide estimates of the causal effect of the four-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school. Results indicate that four-day school weeks decrease per-pupil bullying incidents by approximately 39% and per-pupil fighting incidents by approximately 31%, but have no detectable effect on other incident types, ACT scores, or attendance.
Student surveys are widely used to evaluate university teaching and increasingly adopted at the K-12 level, although there remains considerable debate about what they measure. Much disagreement focuses on the well-documented correlation between student grades and their evaluations of instructors. Using individual-level data from 19,000 evaluations of 700 course sections at a flagship public university, we leverage both within-course and within-student variation to rule out popular explanations for this correlation. Specifically, we show that the relationship cannot be explained by instructional quality, workload, grading stringency, or student sorting into courses. Instead, student grade satisfaction -- regardless of the underlying cause of the grades -- appears to be an important driver of course evaluations. We also present results from a randomized intervention with potential to reduce the magnitude of the association by reminding students to focus on relevant teaching and learning considerations and by increasing the salience of the stakes attached to evaluations for instructor careers. However, these prove ineffective in muting the relationship between grades and student scores.