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Growing Up in Disability-Dense School Districts: Long-Term Impacts of Childhood Exposure on Educational Attainment
This study examines whether growing up in a district with a higher share of people with disabilities shapes long-term educational attainment for children with and without disabilities. Using administrative data on more than 170,000 children from six Texas kindergarten cohorts (1994–1999) who move across districts during K–12, I exploit variation in disability density across school districts to… more →
Hmong but not Asian, Sāmoan but not Pacific Islander: Tracing the ECLS-K Racial Data (Mis)Classification Journey
Race is a socially and politically charged concept that remains contested in the United States. We examine racial data (mis)classification in the Early Childhood Longitudinal Studies (ECLS-K) dataset. Centering the racial data journey of Asian American, Native Hawaiian, and Pacific Islander (AA&NHPI) students, we find two types of racial data (mis)classification: (1) racial reformation… more →
Does Coursework Matter? Uncovering the Role of Skills in the Returns to College
The continuing shift of the U.S. economy toward a high-skill base has increased the demand for college-educated workers. To understand how higher education prepares students for this evolving economy, a large body of literature in labor economics has focused on the causes and consequences of college enrollment, institutional selectivity, and major choice. Much less attention has been paid to a… more →
Meeting People Where They Are: Experimental Evidence on Embedded Supports, Service Use, and Educational Outcomes
Many public services suffer from persistently low take-up despite high potential returns. A growing body of evidence suggests that information alone does little to close this gap; instead, hassle costs and default access points may be binding constraints on utilization. We test whether reallocating existing services to where people already are – rather than requiring them to seek out… more →
Unequal and Persistent Effects of Student Loan Policy: Evidence from Parent PLUS Reforms
Federal student loan policy is designed as a uniform intervention, yet institutions differ in their reliance on specific sources of financing. We study how these differences shape the transmission of policy shocks using two reforms to the Parent Loans for Undergraduate Students (Parent PLUS) program: a 2012 tightening of credit standards that limited access to these loans and a 2015 revision… more →
Who Leaves? Interdistrict Magnet School Openings and Enrollment Dynamics in Nearby Schools
Connecticut expanded interdistrict magnet schools (IMS) intending to reduce racial and socioeconomic segregation across districts, yet the potential unintended effects on student composition in nearby schools remains unclear. Leveraging the staggered rollout of IMS openings, this study finds that IMS openings reduce enrollment by about 5 percent in nearby private K8 and traditional public high… more →