Search for EdWorkingPapers here by author, title, or keywords.
Estimates of school voucher impacts on educational attainment have yet to explore heterogeneities in socioeconomic status among disadvantaged minority students. We theorize reasons for these heterogeneities and then estimate experimentally the differential impacts of voucher offers on college enrollment and graduation rates for minority and non-immigrant students from moderately and severely disadvantaged backgrounds. The findings are obtained from a privately sponsored, lottery-based voucher intervention in New York City that began in 1997. College enrollment and degree attainment as of the fall of 2017 were obtained from the National Student Clearinghouse. We find no significant effects of offers on minority students from severely disadvantaged backgrounds but significant effects of six to eight percentage points on those from moderately disadvantaged households. Similar results are obtained for students born of non-immigrant mothers. Some policy implications are discussed.
Despite large and growing student loan balances, there is relatively little evidence on the effects of access to student loans on borrowing and educational outcomes. We examine the effect of access to credit by using policy variation in the maximum federal student loan amounts available to U.S. college students. In particular, first-, second-, and third-year students have access to different amounts of federal student loans. Using a regression discontinuity and administrative data from a state higher education system, we find that access to higher loan limits increases borrowing for at least 26 percent of borrowers. Despite this increase in borrowing, we find no evidence that eligibility for additional loans affects student GPA, persistence, or graduation.
We leverage an obscure set of rules in Texas’s school funding formula granting some districts additional revenue as a function of size and sparsity. We use variation from kinks and discontinuities in this formula to ask how districts spend additional discretionary funds, and whether these improve student outcomes. A $1,000 annual increase in foundation funding, or 10% increase in expenditures, yields a 0.1 s.d. increase in reading scores and a near 0.08 increase in math. In addition, dropout rates decline, graduation rates marginally increase, as does college enrollment and to a smaller degree graduation. These gains accrue in later grades and largely among poorer districts. An analysis of budget allocations reveals that additional funding only marginally affects budget shares.
Contradictory evidence of the relationship between education funding and student achievement could reflect heterogeneous effects by revenue source or student characteristics. This study examines potential heterogeneous effects of a particular type of local revenue – bond funds for capital investments – on achievement by socioeconomic status. Comparing California school districts within a narrow window on either side of the cutoff of voter support required to pass a general obligation bond measure, this study uses dynamic regression discontinuity models to estimate effects of passing a bond on academic achievement among low- and high-SES students. Results consistently suggest that passing a bond measure increases achievement among low- but not high-SES students. However, these benefits for low-SES students are delayed and emerge 6 years after an election.
Teachers’ impact on student long-run success is only partially explained by their contributions to students’ short-run academic performance. For this study, we explore a second dimension of teacher effectiveness by creating measures of teachers’ contributions to student class-attendance. We find systematic variation in teacher effectiveness at reducing unexcused class absences at the middle and high school level. These differences across teachers are as stable as those for student achievement, but teacher effectiveness on attendance only weakly correlates with their effects on achievement. We link these measures of teacher effectiveness to students’ long-run outcomes. A high value-added to attendance teacher has a stronger impact on students’ likelihood of finishing high school than does a high value-added to achievement teacher. Moreover, high value-added to attendance teachers can motivate students to pursue higher academic goals as measured by Advanced Placement course taking. These positive effects are particularly salient for low-achieving and low-attendance students.
School finance reforms caused some of the most dramatic increases in intergovernmental aid from states to local governments in U.S. history. We examine whether teachers’ unions affected the fraction of reform-induced state aid that passed through to local spending and the allocation of these funds. Districts with strong teachers’ unions increased spending nearly dollar-for-dollar with state aid, and spent the funds primarily on teacher compensation. Districts with weak unions used aid primarily for property tax relief, and spent remaining funds on hiring new teachers. The greater expenditure increases in strong union districts led to larger increases in student achievement.