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This paper presents evidence that women and men benefit from having a higher percentage of female peers in post-secondary vocational STEM programs. I use idiosyncratic variation in gender composition across cohorts within majors within branches (campuses) for identification. Having a higher percentage of female peers positively affects students in STEM majors, decreasing women's dropout rates and increasing GPA. The peer effect seems to be mediated by the gender of the instructors: as female students have fewer female instructors, the effect of having more female peers intensifies. For men, a higher percentage of female peers reduces dropouts and increases GPA to a lesser extent, suggesting that policies that increase the representation of women need not entail a trade-off for male STEM students.
Traditional public schools in the United States must comply with a variety of regulations on educational inputs like teacher certification, maximum class sizes, and restrictions on staff contracts. Absent regulations, policymakers fear that troubled districts would make inappropriate decisions that would harm students. However, it is also possible that strict regulations hinder schools from optimizing student learning. This paper tests the salience of these two hypotheses within the context of a widespread deregulation effort in Texas which allows traditional public school districts to claim District of Innovation status and opt out of regulations not related to health, safety, and civil rights. Using a novel dataset of administration data merged with implementation information scraped from district websites, I estimate the impact of District of Innovation status with a difference-in-differences strategy where later implementers act as the comparison group for early implementers. I find that, despite the breadth of regulations exempted, regulatory autonomy does not significantly impact either math or reading achievement nor does it impact hiring or class sizes. Together, the results offer strong evidence against the hypothesis that regulation hinders school improvement and suggests that state input regulations play only a limited role in determining school decision-making or student achievement.
If school closures and social-distancing experiences during the Covid-19 pandemic impeded children’s skill development, they may leave a lasting legacy in human capital. To understand the pandemic’s effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students’ cognitive and socio-emotional development. The German panel evidence shows that children’s learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality.
Narrative accounts of classroom instruction suggest that external interruptions, such as intercom announcements and visits from staff, are a regular occurrence in U.S. public schools. We study the frequency, nature, and duration of external interruptions in the Providence Public School District (PPSD) using original data from a district-wide survey and classroom observations. We estimate that a typical classroom in PPSD is interrupted over 2,000 times per year, and that these interruptions and the disruptions they cause result in the loss of between 10 to 20 days of instructional time. Administrators appear to systematically underestimate the frequency and negative consequences of these interruptions. We propose several organizational approaches schools might adopt to reduce external interruptions to classroom instruction.
Parental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot determine how individual components work alone or in combination with one another. Using a 2x2x3 factorial experiment, we investigate the effects of individual and interacted components from three behavioral levers to support summer reading: providing updated, personalized information; emphasizing different reading views; and goal setting. We find that the personalized information condition scored on average 0.03 SD higher on fall reading assessments. Texting effects on test scores were enhanced by messages that emphasized reading being useful for both entertainment and building skills compared to skill building alone or entertainment alone. These results continue to build our understanding that while text message can be an effective tool for parent engagement, the specific content of the message can lead to meaningful differences in the magnitude of the effects.
U.S. public school students increasingly attend schools with sworn law enforcement officers present. Yet, little is known about how these school resource officers (SROs) affect school environments or student outcomes. Our study uses a fuzzy regression discontinuity (RD) design with national school-level data from 2014 to 2018 to estimate the impacts of SRO placement. We construct this discontinuity based on the application scores of nearby police agencies for federal school-based policing grants. We find that SROs do effectively reduce some forms of violence in schools, but do not prevent school shootings or gun-related incidents. We also find that SROs intensify the use of suspensions, expulsions, police referrals, and arrests of students. These effects are consistently over two times larger for Black students than White students. Finally, we observe that SROs increase chronic absenteeism, particularly for students with disabilities.
Although the majority of elementary school teachers are in self-contained classrooms and teach all major subjects, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience difficulties in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality.
In-person college advising programs generate large improvements in college persistence and success for low-income students but face numerous barriers to scale. Remote advising models offer a promising strategy to address informational and assistance barriers facing the substantial majority of low-income students who do not have access to community-based advising, yet the existing evidence base on the efficacy of remote advising is limited. We present a comprehensive, multi-cohort experimental evaluation of CollegePoint, a national remote college advising program for high-achieving low- and moderate-income students. Students assigned to CollegePoint are modestly more likely (1.3 percentage points) to attend higher-quality institutions. Results from mechanism experiments we conducted within CollegePoint indicate that moderate changes to the program model, such as a longer duration of advising and modest expansions of the pool of students academically eligible to participate, do not lead to larger program effects. We also capitalize on across-cohort variation in whether students were affected by COVID-19 to investigate whether social distancing required by the pandemic increased the value of remote advising. CollegePoint increased attendance at higher-quality institutions by 3.2 percentage points for the COVID-19-affected cohort. Acknowledgements.
Although Black and Latinx students disproportionately face exclusionary school discipline, prior research finds that the likelihood of suspension for Black students decreases when they are taught by greater proportions of Black teachers. Little prior work, however, has examined whether these effects generalize to large, diverse, urban school districts or to Asian American or Latinx students and teachers. Using student fixed effects models and 10 years of data from New York City, we find that assignment to greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black, Latinx, and Asian American students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts.
High rates of teacher turnover in child care settings have negative implications for young children’s learning experiences and for efforts to improve child care quality. Prior research has explored the prevalence and predictors of turnover at the individual teacher level, but less is known about turnover at the child care center level – specifically, how turnover varies across centers or whether staffing challenges persist year after year for some centers. This study tracks annual turnover rates for all publicly funded child care centers operating in Louisiana between the 2015-16 and 2018-19 school years (n=575 centers). We document high and variable turnover rates across centers throughout the state. Each year, nearly one-third of centers experienced high turnover, that is, lost more than half of their teachers. About 27% of centers experienced high turnover for multiple years in our panel, while 44% of centers did not experience high turnover in any year. Our findings underscore concerns that sustained staffing challenges may hinder efforts to provide high-quality child care.