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Do Americans hold a consistent set of opinions about their public schools and how to improve them? From 2013 to 2018, over 5,000 unique respondents participated in more than one consecutive iteration of the annual, nationally representative Education Next poll, offering an opportunity to examine individual-level attitude stability on education policy issues over a six-year period. The proportion of participants who provide the same response to the same question over multiple consecutive years greatly exceeds the amount expected to occur by chance alone. We also find that teachers offer more consistent responses than their non-teaching peers. By contrast, we do not observe similar differences in attitude stability between parents of school-age children and their counterparts without children.
Sixty-seven school finance reforms (SFRs), a combination of court-ordered and legislative reforms, have taken place since 1990; however, there is little empirical evidence on the heterogeneity of SFR effects. In this study, we estimate the effects of SFRs on revenues and expenditures between 1990 and 2014 for 26 states. We find that, on average, per pupil spending increased, especially in low-income districts relative to high-income districts. However, underlying these average effect estimates, the distribution of state-level effect sizes ranges from negative to positive---there is substantial heterogeneity. When predicting SFR impacts, we find that multiple state-level SFRs, union strength, and some funding formula components are positively associated with SFR effect sizes in low-income districts. We also show that, on average, states without SFRs adopted funding formula components and increased K-12 state revenues similarly to states with SFRs.
Despite interest in the role of school discipline in the creation of racial inequality, previous research has been unable to identify how students who receive suspensions in school differ from unsuspended classmates on key young adult outcomes. We utilize novel data to document the links between high school discipline and important young adult outcomes related to criminal justice contact, social safety net program participation, post-secondary education, and the labor market. We show that the link between school discipline and young adult outcomes tends to be stronger for Black students than for White students, and that inequality in exposure to school discipline accounts for approximately 30 percent of the Black-White disparities in young adult criminal justice outcomes and SNAP receipt.
Over the last decade, more and more schools have adopted Universal Free Meals (UFM), a program that provides meals free of charge to all students, regardless of household income. Recent research finds UFM increases participation in school meals, improves test scores, and reduces incidences of bad behavior. Additionally, advocates cite stigma reduction as one of UFM’s many benefits, but to date, scholars have yet to provide empirical evidence of this claim. This paper fills the gap in the literature by being the first to examine whether UFM influences student perceptions of school climate. I use individual, student survey responses and school meal participation data from New York City Department of Education (NYCDOE) to investigate whether and to what extent UFM changes participation behavior and student perceptions of their school climate. Using a difference-in-differences design, I exploit students’ staggered exposure to UFM, among those that are ever exposed, to investigate if UFM influences participation and improves student perceptions of bullying, fighting, respect, and safety. I find UFM increases school lunch participation among students that were previously eligible for free meals but rarely participated, suggesting that UFM affects participation patterns beyond simply reducing the price of food. All students, regardless of socioeconomic status, report reductions in perceptions of bullying and fighting within school, as well as improvements in perceptions of safety outside of school. Notably, students ever designated as eligible for free/reduced price meals and those that ate school lunches last year report feeling safer inside the school cafeteria. Thus, not only does UFM improve perceptions associated with stigma for students who directly interact with UFM, but the program also has positive effects for all students regardless of their socioeconomic status.
Education savings accounts (ESAs) are education funding mechanisms that allow for families to receive a deposit of public funds to a government-authorized savings account. Using student-level longitudinal data, this paper examines how families participating in the Florida Gardiner Scholarship Program use education savings account funds. Results indicate that families use an increasing proportion of ESA funds the longer students remain in the program. The longer students remain in the program, the share of ESA funds devoted to private school tuition decreases while expenditure shares increase for curriculum, instruction, tutoring, and specialized services. Students in rural areas not only use a greater portion of their ESA funds than families in urban and suburban areas, but they also spend smaller portions of their funds on tuition and appear to customize more.
In conversation, uptake happens when a speaker builds on the contribution of their interlocutor by, for example, acknowledging, repeating or reformulating what they have said. In education, teachers' uptake of student contributions has been linked to higher student achievement. Yet measuring and improving teachers' uptake at scale is challenging, as existing methods require expensive annotation by experts. We propose a framework for computationally measuring uptake, by (1) releasing a dataset of student-teacher exchanges extracted from US math classroom transcripts annotated for uptake by experts; (2) formalizing uptake as pointwise Jensen-Shannon Divergence (pJSD), estimated via next utterance classification; (3) conducting a linguistically-motivated comparison of different unsupervised measures and (4) correlating these measures with educational outcomes. We find that although repetition captures a significant part of uptake, pJSD outperforms repetition-based baselines, as it is capable of identifying a wider range of uptake phenomena like question answering and reformulation. We apply our uptake measure to three different educational datasets with outcome indicators. Unlike baseline measures, pJSD correlates significantly with instruction quality in all three, providing evidence for its generalizability and for its potential to serve as an automated professional development tool for teachers.
In multisite experiments, we can quantify treatment effect variation with the cross-site treatment effect variance. However, there is no standard method for estimating cross-site treatment effect variance in multisite regression discontinuity designs (RDD). This research rectifies this gap in the literature by systematically exploring and evaluating methods for estimating the cross-site treatment effect variance in multisite RDDs. Specifically, we formalize a fixed intercepts/random coefficients (FIRC) RDD model and develop a random effects meta-analysis (Meta) RDD model for estimating cross-site treatment effect variance. We find that a restricted FIRC model works best when the running variables' relationship to the outcome is stable across sites but can be biased otherwise. In those instances, we recommend using either the unrestricted FIRC model or the meta-analysis model; with the unrestricted FIRC model generally performing better when the average number of in-bandwidth observations is less than 120 and the meta-analysis model performing better when the average number of in-bandwidth observations is above 120. We apply our models to a high school exit exam policy in Massachusetts that required students who passed the high school exit exam but were still determined to be nonproficient to complete an ``Education Proficiency Plan" (EPP). We find the EPP policy had a positive local average treatment effect on whether students completed a math course their senior year on average across sites, but that the impact varied enough such that a third of schools could have had a negative impact.
Advanced course-taking in high school sends an important signal to college admissions officers, helps reduce the cost and time to complete a post-secondary degree, and increases educational attainment and future earnings. However, Black and Hispanic students in the U.S. are underrepresented in Advanced Placement coursework and dual enrollment (i.e. early college). In this paper, we systematically examine the social, demographic, economic, and policy factors that are predictive of racial gaps in AP enrollment and access to DE across the U.S. We find that many of the same factors that predict higher AP access overall also predict higher racial/ethnic gaps in AP, suggesting that policies aimed at increasing AP access need to specifically attend to the inequitable access, rather than simply focusing on increasing access overall. We also find evidence that that might indicate opportunity hoarding by White families contributes to AP gaps – but not DE gaps – suggesting that DE acts as a more equitable avenue for access to college coursework. Our most novel contribution to the literature is our analysis of policies aimed at reducing teacher shortages in high needs areas, in which we find no evidence that the disparities in access to advanced coursework were reduced following implementation of these policies.
Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes, especially in the 3rd and 4th grades. Negative impacts are not found for non-Alaska Native students in the same districts.
Scholars debate whether cultural capital reproduces existing inequalities or provides a path to upward mobility. Most studies, however, focus only on cross-sectional associations and are unclear about how disadvantaged adolescents can increase their amounts of cultural capital. Adolescents may be able to increase cultural capital through ties to adults with high educational attainment. We investigate this topic using experimental longitudinal data on mentoring relationships. We find that mentors with a college degree or greater have positive effects on cultural capital, but primarily for adolescents with a parent with some college or greater. Thus, cultural capital may not be an engine of social mobility if adolescents from low-SES households cannot obtain or increase their cultural capital.