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Parents and communities
We explore the intergenerational occupational transmission between parents and their children as it pertains to entry into the STEM field. Using the Education Longitudinal Study of 2002, we study student’s aspirations to work in a STEM field and eventual STEM education and employment. We show how these patterns change depending on whether the student’s parents work in a STEM field. We find strong effects of parental occupation type on student’s STEM outcomes that are heterogeneous by student gender. High school boys are more likely to aspire to work in STEM if one of their parents do so. By adulthood, both boys and girls have a higher probability of majoring and working in a STEM field if their parents also do, and in this case, estimated effects are stronger for girls despite a lack of effects on high school girls’ aspirations. For girls but not for boys, having a parent working in STEM increases the probability of entering the STEM field in adulthood above and beyond aspirations to enter the STEM field during adolescence.
Access to private schools and public charter schools might improve parent and student satisfaction through competitive pressures and improved matches between educators and students. Using a nationally representative sample of 13,436 students in the United States in 2016, I find that public charter schools and private schools outperform traditional public schools on six measures of parent and student satisfaction. Respondents with children in private schools also tend to report higher levels of satisfaction than respondents with children in public charter schools. The results are robust to various analytic techniques and specifications.
This paper presents new experimental estimates of the impact of low-ability peers on own outcomes using nationally representative data from China. We exploit the random assignment of students to junior high school classrooms and find that the proportion of low-ability peers, defined as having been retained during primary school (“repeaters”), has negative effects on non-repeaters’ cognitive and non-cognitive outcomes. An exploration of the mechanisms shows that a larger proportion of repeater peers is associated with reduced after-school study time. The negative effects are driven by male repeaters and are more pronounced among students with less strict parental monitoring at home.
Despite substantial evidence that resources and outcomes are transmitted across generations, there has been limited inquiry into the extent to which anti-poverty programs actually disrupt the cycle of bad outcomes. We explore how the effects of the United States’ largest early childhood program, Head Start, transfer across generations. We leverage the rollout of this federally funded, means-tested preschool program to estimate the effect of early childhood exposure among mothers on their children’s long-term outcomes. We find evidence of intergenerational transmission of effects in the form of increased educational attainment, reduced teen pregnancy, and reduced criminal engagement in the second generation.
Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student groups, and confirms, at a large scale, the predictive power of self-management for achievement gains, even with unusually rich controls for students’ background, previous achievement, and measures of other social-emotional skills. Self-management is a better predictor of student learning than are other measures of socioemotional skills. Average growth in English language arts due to changing from a low to a high level of self-management is between 0.091 and 0.112 standard deviations, equivalent to almost 80 days of learning.
To estimate whether information can close socioeconomic gaps in parents’ aspirations for their child’s postsecondary education, we administer a four-armed survey experiment to a nationally representative sample of U.S. parents. After respondents estimate costs of and returns to further education, we ask whether they prefer that their child pursue a four-year degree, a two-year degree, or no further education. Before this question is posed, the treated are first told (1) the net annual costs of pursuing a four-year and two-year degree in their state, (2) the annual returns to four-year and two-year degrees as compared to no further education in their local area, or (3) both costs and returns. We find that information lowers aspirations overall and widens socioeconomic aspiration gaps. These effects do not vary with the magnitude of error between estimated and actual costs and returns. However, we find positive impacts on aspirations among parents who think their child is academically prepared for college.
Recent attempts to measure schools’ influence on students' SEL show differences across schools, but whether these differences measure the true effect of schools is unclear. We examine the stability of school-by-grade effects on students' SEL across two years using a large-scale survey. Correlations among effects in the same grades across different years are positive but lower than those for math and English. Schools in the top or bottom of the effect distribution have more persistent impacts across years than those in the middle. Overall, the results suggest that these school effects measure real contributions to students' SEL. However, their low stability draws into question whether including school value-added measures of self-reported SEL in school performance systems would be beneficial.
We provide causal estimates of the effects of delayed kindergarten entry on achievement outcomes by exploiting a policy change in the birthdate enrollment cutoff in North Carolina that forced children born in a six-week window to redshirt. Using multiple peer group comparisons, we identify impacts on achievement and gifted or disability identifications in third through fifth grades. Delayed entry provides small benefits to students’ math and reading achievement, and reduced identification of a disability; these impacts operate through cohort position and age advantages, and not from hold-out year experiences. Redshirting differentially benefitted low-income students, but further disadvantaged non-white students.
Debates in education policy draw on different theories about how to raise children’s achievement. The school competition theory holds that achievement rises when families can choose among competing schools. The school resource theory holds that achievement rises with school spending and resources that spending can buy. The family resources theory holds that children’s achievement rises with parental education and income. We test all three theories in Chile between 2002 and 2013, when reading and math scores rose by 0.2-0.3 standard deviations, while school competition, school resources, and family resources all increased. In a difference in differences analysis, we ask which Chilean municipalities saw the greatest increases in test scores. Test scores did not rise faster in municipalities with greater increases in competition, but did rise faster in municipalities with greater increases in school resources (teachers per student) and especially family resources (parental education, not income). Student grade point averages show similar patterns. Results contradict the school competition theory but fit the family resource theory and, to a lesser extent, the school resource theory.
The early childhood enrollment process involves searching for programs, applying, verifying eligibility(for publicly funded seats), and enrolling. Many families do not complete the process. We conducted a randomized controlled trial to assess strategies for communicating with families as they verify eligibility. Working with administrators in New Orleans, we randomly assigned families to receive either: (1) the district’s usual, modest communications, (2) the usual communications plus weekly text-message reminders formal in tone, or (3) the usual communications plus weekly text-messages reminders friendly and personal in tone. Text-message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. The exchanges between parents and administrators reveal the key obstacles that parents confronted.