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Race, ethnicity and culture
The disruption of in-person schooling during the Covid-19 pandemic has affected students’ learning, development, and well-being. Students in Latin America and the Caribbean have been hit particularly hard because schools in the region have stayed closed for longer than anywhere else, with long-term expected adverse consequences. Little is known about which factors are associated with the slow in-person return to school in the region and how these factors have had differential effects based on students’ socio-economic status. Combining a longitudinal national survey of the Chilean school system and administrative datasets, we study the supply and demand factors associated with students’ resuming in-person instruction and the socio-economic gaps in school reopening in Chile in 2021. We defined socio-economic status based on parents’ education and household income. Our results show that in-person learning in 2021 was limited mainly by supply factors (i.e., sanitary, administrative, and infrastructure restrictions). However, once the supply restrictions decreased, many low-income students and their families did not resume in-person instruction. We found vast inequalities in face-to-face instruction by school’s socio-economic characteristics. On average, schools in the highest 10% of the socio-economic distribution had three times higher attendance rates than the remaining 90%. We found no significant differences between schools in the lowest 90% of the distribution. After exceptionally long school closures, most school authorities, students, and their families did not return to in-person instruction, particularly those of low socio-economic status. These inequalities in in-person instruction will expand existing disparities in students’ learning and educational opportunities.
Increasing numbers of students require internet access to pursue their undergraduate degrees, yet broadband access remains inequitable across student populations. Furthermore, surveys that currently show differences in access by student demographics or location typically do so at high levels of aggregation, thereby obscuring important variation between subpopulations within larger groups. Through the dual lenses of quantitative intersectionality and critical race spatial analysis, we use Bayesian multilevel regression and census microdata to model variation in broadband access among undergraduate populations at deeper interactions of identity. We find substantive heterogeneity in student broadband access by gender, race, and place, including between typically aggregated subpopulations. Our findings speak to inequities in students’ geographies of opportunity and suggest a range of policy prescriptions at both the institutional and federal level.
How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional achievement tests, we map achievement onto a common (PISA) scale. We then estimate the share of children not achieving basic skills for 159 countries that cover 98.1% of world population and 99.4% of world GDP. We find that at least two-thirds of the world’s youth do not reach basic skill levels, ranging from 24% in North America to 89% in South Asia and 94% in Sub-Saharan Africa. Our economic analysis suggests that the present value of lost world economic output due to missing the goal of global universal basic skills amounts to over $700 trillion over the remaining century, or 11% of discounted GDP.
This paper contributes to our understanding of American education politics by exploring when and why states redistribute K-12 education dollars to poorer schools. It does so by examining three explanations for intra-state changes in progressivity: court-ordered finance reforms, political trends, and demographic changes. Using state-level data from 1995-2016, we find mixed evidence that progressivity increased following a court-ordered school finance overhaul. Rather, we show that changes in progressivity were most consistently tied to changes in student demography: as students became poorer, or more racially diverse, lawmakers created less progressive finance systems. The paper concludes by discussing what these findings mean for advocates seeking to protect and advance gains in education spending progressivity.
Using a causal mediation framework, I find several social dynamics that explain how and why Black teachers benefit students. Random assignment to a Black versus a White teacher in upper-elementary school increases self-efficacy and engagement of Black students (0.6 SD), and increases test scores (0.2 SD) and decreases chronic absenteeism (60% reduction) of all students. These total effects are partly explained by “good” teaching practices and mindsets that Black teachers possess more than White teachers. However, the measures do not fully mediate the total effects of Black teachers, indicating that other social interactions such as role modeling also play a role. The findings provide motivation for recruiting more Black teachers and insight into training the current, mostly White teacher workforce.
Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among 4th to 8th graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts might establish practices that instill more positive academic beliefs among ELs.
Scholars argue the “racial achievement gap” frame perpetuates deficit mindsets. Previously, we found teachers gave lower priority to racial equity when disparities were framed as “achievement gaps” versus “inequality in educational outcomes.” In this brief, we analyze data from two survey experiments using a teacher sample and an MTurk sample. We find: (1) the effect of “achievement gap” (AG) language on equity prioritization is moderated by implicit bias, with larger negative effects among teachers holding stronger anti-Black/pro-White stereotypes, (2) the negative effect of AG language replicates with non-teachers, and (3) AG language causes respondents to express more negative racial stereotypes.
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.