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Program and policy effects
The Post-9/11 GI Bill allows service members to transfer generous education benefits to a dependent. We run a large scale experiment that encourages service members to consider the transfer option among a population that includes individuals for whom the transfer benefits are clear and individuals for whom the net-benefits are significantly more ambiguous. We find no impact of a one-time email about benefits transfer among service members for whom we predict considerable ambiguity in the action, but sizeable impacts among service members for whom education benefits transfer is far less ambiguous. Our work contributes to the nascent literature investigating conditions when low-touch nudges at scale may be effective. JEL Classification: D15, D91, H52, I24
The evidence that student learning declines sharply (or stagnates) during the summer has motivated a substantial interest in programs that provide intensive academic instruction during the summer. However, the existing literature suggests that such programs, which typically focus on just one or two subjects, have modest effects on students’ achievement and no impact on measures of their engagement in school. In this quasi-experimental study, we present evidence on the educational impact of a unique and mature summer learning program that serves low-income middle school students and features unusual academic breadth and a social emotional curriculum with year-to-year scaffolding. Our results indicate that this program led to substantial reductions in unexcused absences, chronic absenteeism and suspensions and a modest gain in ELA test scores. We find evidence that the gains in behavioral engagement grow over time and with additional summers of participation. Our results also suggest that these effects were particularly concentrated among boys and Latinx students.
This article takes stock of where the field of behavioral science applied to education policy seems to be at, which avenues seem promising and which ones seem like dead ends. I present a curated set of studies rather than an exhaustive literature review, categorizing interventions by whether they nudge (keep options intact) or “shove” (restrict choice), and whether they apply a high or low touch (whether they use face-to-face interaction or not). Many recent attempts to test large-scale low touch nudges find precisely estimated null effects, suggesting we should not expect letters, text messages, and online exercises to serve as panaceas for addressing education policy’s key challenges. Programs that impose more choice-limiting structure to a youth’s routine, like mandated tutoring, or programs that nudge parents, appear more promising.
Recent immigration policies have created massive uncertainty for international students to obtain F-1 visas. Yet, before the COVID-19 pandemic, student visa applicants already faced an approximately 27 percent refusal rate that varies by time and region. Using data on the universe of SAT takers between 2004 and 2015 matched with college enrollment records, we examine how the anticipated F-1 visa restrictiveness influences US undergraduate enrollment outcomes of international students. Using an instrumental variables approach, we find that a higher anticipated F-1 student visa refusal rate decreases the number of international SAT takers, decreases the probability of sending SAT scores to US colleges, and decreases international student enrollment in the US. The decreases are larger among international students with higher measured academic achievement. We also document academic achievement of international students and show that over 40 percent of high-scoring international SAT takers do not pursue US college education.
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initial English proficiency assessment data across seven cohorts of test takers and observe EL and SPED programmatic participation for these students over seven years. Our regression discontinuity estimates consistently differ substantively from results generated through regression analyses. We find evidence that the effect of EL status on SPED placement was either null or tied to slight under-identification. Our results suggest that under-identification occurred two years after EL classification. We also find that EL status led to under-identification for Spanish speakers and proportionate representation for Mandarin/Cantonese speakers and speakers of all other languages.
In this paper we study the impact on student absenteeism of a large school-based community crime monitoring program that employed local community members to monitor and report crime on designated city blocks during students’ travel to and from school. We find that the program resulted in a 0.78 percentage point reduction in the school-level absence rate (11 percent effect). We explore two potential channels to explain this: we find improvements “outside of the school walls” in the form of reduced crime near treated schools and “inside of the school walls” in the form of reduced incidents of serious student misconduct.
StudentU is a comprehensive program that provides education, nutrition, and social support services to disadvantaged students outside of the regular school day. In this paper I investigate the effects of this multi-year program on the early high school outcomes of participating students by exploiting data from oversubscribed admissions lotteries. I estimate that lottery winners who entered the comprehensive program with low baseline achievement earned more course credits (0.82 credits), achieved higher grade point averages (0.37 grade points), and were less likely to be suspended (17.1 percentage points) during ninth grade than their lottery loser counterparts. Investigation of candidate channels indicates that increased student effort and improved behavior in school are likely mechanisms. Using an index of early high school outcomes, I predict that lottery winners are around 4 percentage points more likely to graduate from high school than lottery losers (5 percent effect). These results suggest that comprehensive services delivered outside of the regular school day have the potential to improve the educational outcomes of disadvantaged students.
While current debates center on whether and how to admit immigrants to the United States, little attention has been paid to interventions designed to help immigrants integrate after they arrive. Public adult education programs are the primary policy lever for building the language skills of the over 23 million adults with limited English proficiency in the United States. We leverage the enrollment lottery of a publicly-funded adult English for Speakers of Other Languages (ESOL) program in Massachusetts to estimate the effects of English language training on voting behavior and employer-reported earnings. Attending ESOL classes more than doubles rates of voter registration and increases annual earnings by $2,400 (56%). We estimate that increased tax revenue from earnings gains fully pay for program costs over time, generating a 6% annual return for taxpayers. Our results demonstrate the social value of post-migration investments in the human capital of adult immigrants.
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.