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Multiple outcomes of education
To evaluate how Advanced Placement courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in 23 schools that had not previously offered the course. We find no substantial AP course effects on students’ plans to enroll in college or on their college entrance exam scores. Yet AP course-takers enroll in less selective colleges than their control group counterparts. Negative treatment effects on college selectivity appear to be driven more by low student preparation than teacher inexperience and by students’ matriculation decisions rather than institutional admissions decisions.
Over the past three decades, children from low-income families and those from more affluent families have increasingly been attending different public schools. While recent work has helped us understand patterns of income segregation between districts and schools within districts, we know very little about segregation of students as they experience school: in the classroom. In this paper, we attempt to advance knowledge of trends in the segregation of students by income at the classroom level. We make use of detailed, student-level administrative data from North Carolina which provides a measure of a student’s free/reduced price lunch eligibility, which we refer to as economically disadvantaged (ED) status, along with information on classroom assignments. Since we know the ED status of each student in each classroom, we assess whether ED students are assigned to classes in the same pattern as other students or if are clustered/segregated into different classrooms. We know very little about the magnitude of income-based segregation, and almost nothing about whether this has changed over time, so we provide novel evidence on the question of whether segregation of students by socioeconomic status has increased within schools. We find that within-school segregation has risen by about 10 percent between 2007 and 2014 in elementary and middle schools we study. Further, we find that segregation of ED students within schools is correlated with the level of segregation between schools in districts, and this relationship grew stronger over our panel.
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 behaviours 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. However, the least advantaged students experience the largest improvements in high-school graduation, college-going, and school-based arrests. These patterns are driven by the least advantaged students benefiting the most from school impacts on the non-test-score dimensions of school quality. However, while there is considerable overlap in the effectiveness of schools attended by more and less advantaged students, it is the most advantaged students that are most likely to attend highly effective schools. These patterns underscore the importance of quality schools, and the non-test score components of quality schools, for improving the longer-run outcomes for less advantaged students.
Using data with detailed instructor employment information from a state college system, this study examines disciplinary variations in the characteristics and effects of non-tenure-track faculty hired through temporary and long-term employment. We identify substantial differences in the demographic and employment characteristics between the two types of non-tenure-line faculty, where the differences are most pronounced in STEM fields at four-year colleges. Using an instrumental variables strategy to address student sorting, our analyses indicate that taking introductory courses with temporary adjuncts reduces subsequent interest, and the effects are particularly large in STEM fields at four-year colleges. Long-term non-tenure faculty are generally comparable to tenure-track faculty in student subsequent interest, but tenure-track faculty are associated with better subsequent performance in a handful of fields.
Vocational education is formal education about work, and vocational programs of study typically target a narrow subset of middle-income occupations. In this chapter, we trace vocational education from competing 20th century education philosophies to its varied structures throughout the 21st century world. We then review the body of economic research on labor market returns to vocational education. Three themes from this rapidly expanding literature are that (1) workers with a vocational education tend to have a flatter age-employment profile than workers with an academic education, (2) individuals who seek and gain access to more secondary vocational education tend to have better attainment and early-career outcomes, whereas the effects of large-scale changes to tracking in secondary grades are more ambiguous; and (3) vocational postsecondary education is associated with improved labor market outcomes relative to no or incomplete postsecondary education, particularly for multi-year programs. We close by highlighting areas where more empirical research is needed, which include a deeper understanding of the long-term and inter-generational effects of vocational education on stability and growth in earnings, and the effects of vocational education in the developing world.
The opioid crisis is widely recognized as one of the most important public health emergencies of our time, and an issue that is particularly acute for rural communities. We propose a simple model of how opioids in a community can impact the education outcomes of children based on both the extent of exposure to opioids in the community and the child’s vulnerability to any given level of exposure. Next, we document the spatial dimensions of the intersection of the opioid crisis and standardized test scores using national data, with a focus on rural communities. Finally, we estimate the extent to which variation in one measure of the opioid crisis, drug-related mortality, is related to variation in test scores. We find strong relationships between the two, as well as evidence that the relationship is particularly salient for 3rd grade students in rural communities.
Most public colleges and universities rely heavily on state financial support. As state budgets have tightened in recent decades, appropriations for higher education have declined substantially. Despite concerns expressed by policymakers and scholars that the declines in state support have reduced the return to education investment for public sector students, little evidence exists that can identify the causal effect of these funds on long-run outcomes. We present the first such analysis in the literature using new data that leverages the merger of two rich datasets: consumer credit records from the New York Fed's Consumer Credit Panel (CCP), sourced from Equifax, and administrative college enrollment and attainment data from the National Student Clearinghouse. We overcome identification concerns related to the endogeneity of state appropriation variation using an instrument that interacts the baseline share of total revenue that comes from state appropriations at each public institution with yearly variation in state-level appropriations. Our analysis is conducted separately for two-year and four-year students, and we analyze individuals into their mid-30s. For four-year students, we find that state appropriation increases lead to substantially lower student debt originations. They also react to appropriation increases by shortening their time to degree, but we find little effect on other outcomes. In the two-year sector, state appropriation increases lead to more collegiate and post-collegiate educational attainment, more educational debt consistent with the increased educational attainment, but lower likelihood of delinquency and default. State support also leads to more car and home ownership with lower adverse debt outcomes, and these students experience substantial increases in their credit score and in the affluence of the neighborhood in which they live. Examining mechanisms, we find state appropriations are passed on to students in the form of lower tuition in the four-year sector with no institutional spending response. For community colleges, we find evidence of both price and quality mechanisms, the latter captured in higher educational resources in key spending categories. These results are consistent with the different pattern of effects we document in the four-year and two-year sectors. Our results underscore the importance of state support for higher education in driving student debt outcomes and the long-run returns to postsecondary investments that students experience.
In March 2020, most schools in the United States closed their doors and transitioned to distance learning in an effort to contain COVID-19. During the transition a significant number of students did not fully engage in these learning opportunities due to resource or other constraints. An urgent question for schools around the nation is how much did the pandemic impact student academic and social-emotional development. This paper uses administrative panel data from California to approximate the impact of the pandemic by analyzing how absenteeism affects student outcomes. We show wide variation in absenteeism impacts on academic and social-emotional outcomes by grade and subgroup, as well as the cumulative effect of different degrees of absence. Student outcomes generally suffer more from absenteeism in mathematics than in ELA. Negative effects are larger in middle school. Absences negatively affect social-emotional development, particularly in middle school, with slight differences across constructs. Our results add to the emerging literature on the impact of COVID-19 and highlight the need for student academic and social-emotional support to make up for lost time.
We examine the impact of the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program serving students with a variety of majors, on students’ science, technology, engineering, and math (STEM)-related outcomes. We use an explanatory mixed-methods design, which prioritizes the quantitative analyses and uses qualitative analyses to contextualize and explain our quantitative findings. Overall, participating in TSLC does not make students more likely to declare a STEM major, although we do find a positive effect for students of color. TSLC students earn higher overall GPAs than their scholarship-only peers, and TSLC students majoring in STEM outperform scholarship-only STEM majors in STEM courses. Qualitative analyses suggest these results stem from the student-centered and proactive support the program provides students. Our results suggest that a disciplinarily-agnostic program can support student success in STEM, and may increase equitable representation in STEM fields.
This paper estimates the relationship between students’ psychosocial and academic outcomes during their first three years enrolled at public, four-year institutions. Our sample is comprised of students from low-income backgrounds who applied for a competitive scholarship and enrolled at a four-year public institution. We follow two cohorts of entering students throughout their first three years on campus. We observe their cumulative GPA and persistence decisions each semester, and have annual measures of four psychosocial outcomes: mattering to campus, sense of belonging to campus, academic self-efficacy, and social self-efficacy. We find that psychosocial outcomes are moderately predictive of academic outcomes, with sense of belonging and academic self-efficacy emerging as most predictive of both cumulative GPA and persistence.