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Program and policy effects
In this paper I study how school desegregation by race following Brown v. Board of Education affected White individuals’ racial attitudes and politics in adulthood. I use geocoded nationwide data from the General Social Survey and differences-in-differences to identify causal impacts. Integration significantly reduced White individuals’ political conservatism as adults in the U.S. South but not elsewhere. I observe similar geographic impact heterogeneity for individuals’ attitudes towards Blacks and policies promoting racial equity, but positive effects emerge less consistently across specifications. Results suggest that this heterogeneity may depend on the effectiveness of integration policies. In the south, Black-White exposure was greater following desegregation, and White disenrollment was lower. My study provides the first causal evidence on how different theories concerning intergroup contact and racial attitudes (i.e., the contact and racial threat hypotheses) may have applied to school contexts following historic court mandates to desegregate.
The federal government and many individual organizations have invested in programs to support diversity in the STEM pipeline, including STEM summer programs for high school students, but there is little rigorous evidence of their efficacy. We fielded a randomized controlled trial to study a suite of such programs targeted to underrepresented high school students at an elite, technical institution. The STEM summer programs differ in their length (one week, six weeks, or six months) and modality (on-site or online). Students offered seats in the STEM summer programs are more likely to enroll in, persist through, and graduate from college, with gains in institutional quality coming from both the host institution and other elite universities. The programs also increase the likelihood that students graduate with a degree in a STEM field, with the most intensive program increasing four-year graduation with a STEM degree attainment by 33 percent. The shift to STEM degrees increases potential earnings by 2 to 6 percent. Program-induced gains in college quality fully account for the gains in graduation, but gains in STEM degree attainment are larger than predicted based on institutional differences.
The current study replicated and extended the previous findings of content-integrated literacy intervention focusing on its effectiveness on first- and second-grade English learners’ (N = 1,314) reading comprehension, writing, vocabulary knowledge, and oral proficiency. Statistically significant findings were replicated on science and social studies vocabulary knowledge (ES = .51 and .53, respectively) and argumentative writing (ES = .27 and .41, respectively). Furthermore, treatment group outperformed control group on reading (ES = .08) and listening comprehension (ES = .14). Vocabulary knowledge and oral proficiency mediated treatment effects on reading comprehension, whereas only oral proficiency mediated effects on writing. Findings replicate main effects on vocabulary knowledge and writing, while also extending previous research by highlighting mechanisms underlying improved reading comprehension and writing.
Beliefs about relative academic performance may shape field specialization and explain gender gaps in STEM enrollment, but little causal evidence exists. To test whether these beliefs are malleable and salient enough to change behavior, I run a randomized controlled trial with 5,700 undergraduates across seven introductory STEM courses. Providing relative performance information shrinks gender gaps in biased beliefs substantially and closes ten percent of the gender gap in subsequent STEM course-taking. The gap closes due to men taking fewer STEM credits; women’s behavior is unchanged, implying that male overconfidence rather than female underconfidence contributes to gaps in specialization. Beliefs matter, but may not be a useful target for facilitating female STEM participation.
Disparities in gifted representation across demographic subgroups represents a large and persistent challenge in U.S. public schools. In this paper, we measure the impacts of a school-wide curricular intervention designed to address such disparities. We implemented Nurturing for a Bright Tomorrow (NBT) as a cluster randomized trial across elementary schools with the low gifted identification rates in one of the nation’s largest school systems. NBT did not boost formal gifted identification or math achievement in the early elementary grades. It did increase reading achievement in select cohorts and broadly improved performance on a gifted identification measure that assesses nonverbal abilities distinct from those captured by more commonly used screeners. These impacts were driven by Hispanic and female students. Results suggest that policymakers consider a more diverse battery of qualifying exams to narrow disparity gaps in gifted representation and carefully weigh tradeoffs between universal interventions like NBT and more targeted approaches.
To address the challenge of improving third grade reading comprehension, we developed and evaluated the long-term effects of a sustained content literacy intervention called the Model of Reading Engagement (MORE), which emphasizes building domain and topic knowledge schemas from Grade 1 to Grade 3. The MORE intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (e.g., how scientists study past events, how systems function properly). Over three years, the treatment group students participated in (a) spring Grade 1 thematic content literacy lessons in science and social studies, (b) fall to spring Grade 2 thematic content literacy lessons in science, (c) remote Grade 3 thematic content literacy lessons in science, and (d) wide reading of thematically related informational texts in the summer months following Grade 1 and Grade 2. During the third grade school year (SY 2020-21), the COVID-19 pandemic required remote schooling to be in place from fall to spring and the Grade 3 MORE was provided to both treatment and control students. Accordingly, we examine long-term effects on third graders’ outcomes comparing a treatment group that received the Grade 1, Grade 2, and Grade 3 MORE treatment to a control condition that received the Grade 3 MORE treatment. Intent-to-treat estimates show that the students randomly assigned to the treatment condition outperformed control students in reading comprehension (ES = 0.11) and mathematics (ES = 0.14) on third grade state standardized assessments. Subgroup analyses also revealed positive impacts for student living in low- to moderate-socioeconomic status neighborhoods on both reading comprehension (ES = .13) and mathematics (ES = .20). Findings indicate that a sustained content literacy intervention may be a scalable approach for accelerating and equalizing third-graders’ reading comprehension and math outcomes.
We examine heterogenous responses to job-embedded performance incentives along two dimensions theorized to drive motivation: (i) expectations of success when faced with easier versus more difficult tasks, and (ii) ones’ social identity as part of a marginalized group (in our case, race). Compared to the largely lab-based literature on this topic, we leverage data from a fully implemented teacher evaluation system from the District of Columbia Public Schools over a seven-year period (2009-10 through 2015-16). Our regression discontinuity estimates reveal not only that task difficulty and social/racial identity drive much of the incentive effects, but also that there is a strong interaction between the two. Low-performing teachers threatened with dismissal improved much more on tasks with low difficulty and high expectations of success, relative to more difficult tasks (roughly 0.3 SD versus 0.15 SD). These trends were particularly pronounced for Black teachers, who experienced fewer successes than White teachers in the evaluation system generally. We also find that high-performing Black teachers were less responsive than White teachers to an incentive to increase their base pay. At the same time, the responses of Black teachers to the salary incentive were malleable and tracked closely with district-led redesign efforts that aimed to ensure greater equity in terms of teachers most likely to reap the benefits of this incentive.
Every year millions of students seeking access to federal financial aid complete the Free Application for Federal Student Aid (FAFSA) application which grants an estimated $234 billion in federal aid in the 2020-21 academic year. Upon receiving students’ FAFSA, the U.S. Department of Education selects some students for income verification, a process in which educational institutions check the accuracy of the information students filled out on the FAFSA. I conducted semi-structured interviews with 17 Latinx community college students to identify barriers in the verification process. Using Critical Race Theory, I contend the verification process reflects and upholds institutional racism within the financial aid process through three barriers. Latinx students experience concern and confusion upon receiving notification of verification selection, difficulty locating requested documentation and acquiring parents’ signature, and undergo a lengthy review of their verification forms which delays receipt of their financial aid.
Teachers are the most important school-specific factor in student learning. Yet, little evidence exists linking teacher professional learning programs and the various strategies or components that comprise them to student achievement. In this paper, we examine a teacher fellowship model for professional learning designed and implemented by Leading Educators, a national nonprofit organization that aims to bridge research and practice to improve instructional quality and accelerate learning across school systems. During the 2015-16 and 2016-17 school years, Leading Educators conducted its fellowship program for teachers and school leaders to provide educators ongoing, collaborative, job-embedded professional development and to improve student achievement. Relying on quasi-experimental methods, we find that a school’s participation in the fellowship model increased student proficiency rates in math and English language arts on state achievement exams. Further, student achievement benefitted from a more sustained duration of teacher participation in the fellowship model, and the impact on student achievement varied depending on the share of a school’s teachers who participated in the fellowship model and the extent to which teachers independently selected into the fellowship model or were appointed to participate by school leaders. Taken together, findings from this paper should inform professional learning organizations, schools, and policymakers on the design, implementation and impact of teacher professional learning.
How scholars name different racial groups has powerful salience for understanding what researchers study. We explored how education researchers used racial terminology in recently published, high-profile, peer-reviewed studies. Our sample included all original empirical studies published in the non-review AERA journals from 2009 to 2019. We found two-thirds of articles used at least one racial category term, with an increase from about half to almost three-quarters of published studies between 2009 and 2019. Other trends include the increasing popularity of the term Black, the emergence of gender-expansive terms such as Latinx, the popularity of the term Hispanic in quantitative studies, and the paucity of studies with terms connoting missing race data or including terms describing Indigenous and multiracial peoples.