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The Impact of Statewide Virtual Charter Schools on District Segregation
Enrollment patterns in K-12 online (“virtual”) charter schools have the potential to influence segregation in traditional brick-and-mortar public schools. Yet, research has largely ignored how online schooling options impact racial segregation and poverty concentration within district schools. To address this gap, I conduct two complementary studies: In the first study, I exploit variation in… more →
Success Begets Success: The Dynamic Treatment Effects of Financial Aid Tournaments
Financial aid programs in higher education vary widely in design, including how aid is structured and the timing of provision. This paper studies the impact of financial aid provided as a repeated tournament and its dynamic treatment effects. Pooling administrative data that captures 32% of all tertiary students in a single European country, I exploit a relative GPAbased eligibility rule in a… more →
The Fall of Accountability: Federal Education Politics in an Era of Polarization and Regime Decay
Twenty-five years ago, the United States was on the cusp of a major expansion of the federal government’s role in K-12 education policy. The No Child Left Behind legislation passed with bipartisan support and established standards and accountability as strategies to improve education. Until roughly 2013, reading and math scores did improve; however, in the years since, student achievement on… more →
Sensemaking in the Program Stream: How Local Leaders Re-purposed the “ALL In Virginia” Policy
School and district leaders are challenged to comprehend and translate policy into practice, a process shaped by cognitive, social, and political dynamics. This study offers a conceptual analysis of Virginia's post-COVID-19 “ALL In” policy, which directed nearly half a billion dollars to school districts, primarily for high-dosage tutoring. We examine ALL In VA implementation through… more →
Effects of Dual-Language Immersion on Attendance and Reclassification in a Large Urban District
Dual-language immersion (DLI) programs have proliferated across the United States, yet evidence on their effects for English Learner-designated (EL) students in large, diverse urban districts remains limited. This study examines DLI's effects on attendance and reclassification—two outcomes that worsened for ELs following the COVID-19 pandemic. Using restricted student-level data from the Los… more →
The Challenge of Capturing Higher-Order Thinking Skills at Scale
Higher-order thinking skills are important for K-12 students’ long-term success. However, the lack of widely administered assessments designed to capture this construct has made it difficult to measure higher-order skills at scale. This paper examines the measurement properties of an approach to capturing higher-order skills using extant statewide standardized testing data.