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Standards, accountability, assessment, and curriculum
Despite frequent political and policy debates, the effects of imposing accountability pressures on public school teachers are empirically indeterminate. In this paper, we study the effects of accountability in the context of teacher responses to student behavioral infractions in the aftermath of teacher evaluation reforms. We leverage cross-state variation in the timing of state policy implementation to estimate whether teachers change the rate at which they remove students from their classrooms. We find that higher-stakes teacher evaluation had no causal effect on the rates of disciplinary referrals, and we find no evidence of heterogeneous effects for grades subject to greater accountability pressures or in schools facing differing levels of disciplinary infractions. Our results are precisely estimated and robust to a battery of specification checks. Our findings provide insights on the effects of accountability policy on the black-box of classroom practice and highlight the loose-coupling of education policy and teacher behaviors.
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining several distinct interventions known to be effective in isolation. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in a cluster-randomized trial in rural India. After three academic years, Gambian children receiving the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. This intervention holds great promise to address low learning levels in other poor, remote settings.
While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students in California districts, this paper describes growth mindset gaps across student groups, and confirms, at a large scale, the predictive power of growth mindset for achievement gains, even with unusually rich controls for students’ background, previous achievement, and measures of other social-emotional skills. Average annual growth in English language arts and math corresponding to differences between students with fixed and growth mindset in a same school and grade level is 0.07 and 0.05 standard deviations respectively, after adjusting for students’ characteristics and previous achievement. This estimate is equivalent to 48 and 35 additional days of learning.
Over 13 percent of US students participate in Special Education (SE) programs annually, at a cost of $40 billion. However, the effect of SE placements remains unclear. This paper uses administrative data from Texas to examine the long-run effect of reducing SE access. Our research design exploits variation in SE placement driven by a state policy that required school districts to reduce SE caseloads to 8.5 percent. We show that this policy led to sharp reductions in SE enrollment. These reductions in SE access generated significant reductions in educational attainment, suggesting that marginal participants experience long-run benefits from SE services.
More than half of U.S. children fail to meet proficiency standards in mathematics and science in fourth grade. Teacher professional development and curriculum improvement are two of the primary levers that school leaders and policymakers use to improve children’s science, technology, engineering and mathematics (STEM) learning, yet until recently, the evidence base for understanding their effectiveness was relatively thin. In recent years, a wealth of rigorous new studies using experimental designs have investigated whether and how STEM instructional improvement programs work. This article highlights contemporary research on how to improve classroom instruction and subsequent student learning in STEM. Instructional improvement programs that feature curriculum integration, teacher collaboration, content knowledge, pedagogical content knowledge, and how students learn all link to stronger student achievement outcomes. We discuss implications for policy and practice.
Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past ten years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicated kindergarteners in 2017 have slightly lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.
How should teachers spend their STEM-focused professional learning time? To answer this question, we analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. We found that programs work best when focused on building knowledge teachers can use during instruction: knowledge of the curriculum materials they will use, knowledge of content and how content can be represented for learners, and knowledge of how students learn that content. We argue that such learning opportunities improve teachers’ professional knowledge and skill, potentially by supporting teachers in making more informed in-the-moment instructional decisions.
We examine whether virtual advising – college counseling using technology to communicate remotely – increases postsecondary enrollment in selective colleges. We test this approach using a sample of approximately 16,000 high-achieving, low- and middle-income students identified by the College Board and randomly assigned to receive virtual advising from the College Advising Corps. The offer of virtual advising had no impact on overall college enrollment, but increased enrollment in high graduation rate colleges by 2.7 percentage points (5%), with instrumental variable impacts on treated students of 6.1 percentage points. We also find that non-white students who were randomly assigned to a nonwhite adviser exhibited stronger treatment effects.
In a flipped classroom, an increasingly popular pedagogical model, students view a video lecture at home and work on exercises with the instructor during class time. Advocates of the flipped classroom claim the practice not only improves student achievement, but also ameliorates the achievement gap. We conduct a randomized controlled trial at West Point and find that the flipped classroom produced short term gains in Math and no effect in Economics, but that the flipped model broadened the achievement gap: effects are driven by white, male, and higher achieving students. We find no long term average effects on student learning, but the widened achievement gap persists. Our findings demonstrate feasibility for the flipped classroom to induce short term gains in student learning; however, the exacerbation of the achievement gap, the effect fade-out, and the null effects in Economics suggest that educators should exercise caution when considering the model.
In contrast to prior federally mandated school reforms, the Every Student Succeeds Act (ESSA) allows states more discretion in reforming their lowest performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. Using a regression discontinuity design, we evaluate a state turnaround initiative aligned with ESSA requirements. We find the effect on student test score growth was not significant in year one and -0.13 in year two. Also in year two, we find that teachers in turnaround schools were 22.5 percentage points more likely to turn over. Teacher turnover appears to have been voluntary rather than the result of strategic staffing decisions.