Search for EdWorkingPapers here by author, title, or keywords.
Program and policy effects
The Top 10% Plan admissions policy has now been in place in Texas for over two decades. We analyze 18 years of post-Top 10% Plan data to look for evidence of increased access to the selective Texas flagship campuses among all Texas high schools. We provide a detailed description of changes in enrollment patterns at the flagship campuses from Texas high schools after the implementation of the Top 10% Plan, focusing on whether the policy resulted in new sending patterns from high schools that did not have a history of sending students to the flagship campuses. Our analysis reveals an increase in the likelihood that high schools in non-suburban areas sent students to the flagship campuses, but ultimately little to no equity-producing effects of the Top 10% Plan over this 18-year period. In fact, the representation of traditional, always-sending, feeder high schools on the flagship campuses continued to dwarf the population of students from other high schools. Thus, the purported high school representation benefits of the policy appear to be overstated and may not go as far as advocates might have hoped in terms of generating equity of access to the flagship campuses in the state.
Virtual charter schools provide full-time, tuition-free K-12 education through internet-based instruction. Although virtual schools offer a personalized learning experience, most research suggests these schools are negatively associated with achievement. Few studies account for differential rates of student mobility, which may produce biased estimates if mobility is jointly associated with virtual school enrollment and subsequent test scores. We evaluate the effects of a single, large, anonymous virtual charter school on student achievement using a hybrid of exact and nearest-neighbor propensity score matching. Relative to their matched peers, we estimate that virtual students produce marginally worse ELA scores and significantly worse math scores after one year. When controlling for student mobility during the outcome year, estimates of virtual schooling are slightly less negative. These findings may be more reliable indicators of the independent effect of virtual schooling if matching on mobility proxies for otherwise unobservable negative selection factors.
Multiple studies have documented the positive effect of school choice on college attendance. We focus instead on the quality of colleges, which is linked to higher graduation rates and later-in-life wages, especially for Black and Hispanic students. We examine the effect of the New Orleans school reforms, a district-wide reform creating an almost all-charter school district, on the quality of colleges that students attended. Using difference-in-differences analysis of statewide microdata, we find that the reforms led students to attend four-year colleges, and higher-quality ones, at higher rates. The reforms also increased the share of college-goers who were well matched to their colleges and this had little effect on transfer or persistence rates. Overall, these results reinforce that the reforms led students to attend higher-quality colleges that will improve long-term life outcomes.
To evaluate how Advanced Placement courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in 23 schools that had not previously offered the course. We find no substantial AP course effects on students’ plans to enroll in college or on their college entrance exam scores. Yet AP course-takers enroll in less selective colleges than their control group counterparts. Negative treatment effects on college selectivity appear to be driven more by low student preparation than teacher inexperience and by students’ matriculation decisions rather than institutional admissions decisions.
Over the past three decades, children from low-income families and those from more affluent families have increasingly been attending different public schools. While recent work has helped us understand patterns of income segregation between districts and schools within districts, we know very little about segregation of students as they experience school: in the classroom. In this paper, we attempt to advance knowledge of trends in the segregation of students by income at the classroom level. We make use of detailed, student-level administrative data from North Carolina which provides a measure of a student’s free/reduced price lunch eligibility, which we refer to as economically disadvantaged (ED) status, along with information on classroom assignments. Since we know the ED status of each student in each classroom, we assess whether ED students are assigned to classes in the same pattern as other students or if are clustered/segregated into different classrooms. We know very little about the magnitude of income-based segregation, and almost nothing about whether this has changed over time, so we provide novel evidence on the question of whether segregation of students by socioeconomic status has increased within schools. We find that within-school segregation has risen by about 10 percent between 2007 and 2014 in elementary and middle schools we study. Further, we find that segregation of ED students within schools is correlated with the level of segregation between schools in districts, and this relationship grew stronger over our panel.
Despite the significant influence that peer motivation is likely to have on educational investments during high school, it is difficult to test empirically since exogenous changes in peer motivation are rarely observed. In this paper, I focus on the 2012 introduction of Deferred Action for Childhood Arrivals (DACA) to study a setting in which peer motivation changed sharply for a subset of high school students. DACA significantly increased the returns to schooling for undocumented youth, while leaving the returns for their peers unchanged. I find that DACA induced undocumented youth to invest more in their education, which also had positive spillover effects on ineligible students (those born in the US) who attended high school with high concentrations of DACA-eligible youth. JEL Codes: I26, H52, J15
At least sixteen US states have taken steps toward holding teacher preparation programs (TPPs) accountable for teacher value-added to student test scores. Yet it is unclear whether teacher quality differences between TPPs are large enough to make an accountability system worthwhile. Several statistical practices can make differences between TPPs appear larger and more significant than they are. We reanalyze TPP evaluations from 6 states—New York, Louisiana, Missouri, Washington, Texas, and Florida—using appropriate methods implemented by our new caterpillar command for Stata. Our results show that teacher quality differences between most TPPs are negligible—.01-.03 standard deviations in student test scores—even in states where larger differences were reported previously. While ranking all a state’s TPPs may not be possible or desirable, in some states and subjects we can find a single TPP whose teachers stand out as significantly above or below average. Such exceptional TPPs may reward further study.
Vocational education is formal education about work, and vocational programs of study typically target a narrow subset of middle-income occupations. In this chapter, we trace vocational education from competing 20th century education philosophies to its varied structures throughout the 21st century world. We then review the body of economic research on labor market returns to vocational education. Three themes from this rapidly expanding literature are that (1) workers with a vocational education tend to have a flatter age-employment profile than workers with an academic education, (2) individuals who seek and gain access to more secondary vocational education tend to have better attainment and early-career outcomes, whereas the effects of large-scale changes to tracking in secondary grades are more ambiguous; and (3) vocational postsecondary education is associated with improved labor market outcomes relative to no or incomplete postsecondary education, particularly for multi-year programs. We close by highlighting areas where more empirical research is needed, which include a deeper understanding of the long-term and inter-generational effects of vocational education on stability and growth in earnings, and the effects of vocational education in the developing world.
In order for school choice reforms to fulfill their potential, school choosers must be informed about their options. We conducted a randomized controlled trial during the school choice application period in New Orleans to assess the effects of providing information to parents. Families with children entering pre-K, kindergarten, or ninth grade were assigned to one of two treatment groups or a control group. A “performance” group received lists of the highest-performing schools or programs available (via U.S. mail, email, and text message). A “neighborhood” group received lists of the schools or programs in their home geographic zone. We find that the performance treatment made applicants significantly more likely to request high-performing schools, though the effects were concentrated among high school choosers. The performance treatment had especially strong effects among families of students with disabilities. The neighborhood treatment had only modest effects. We consider these findings in the context of questions about the role of information in school choice markets, as well as which families may be in particular need of support.