EdWorkingPapers Policy and Practice Series

Dual-Enrollment Dosage Design: Conceptualization and Measurement of Student Profiles and School Structures

Across the country, more students are earning college credit before they graduate high school through programs known as dual enrollment. By 2018, 82% of all American public high schools offered at least one dual-enrollment course. But as access grows, an important question remains: What does student participation in dual enrollment programs actually look like, and does taking more courses lead to better results?

Cheapskin Effects? The Heterogeneous Value of Industry-Recognized Certificates Earned by High School Students

Educational credentials like high school diplomas and college degrees have long been known to produce "sheepskin effects," where just having the piece of paper itself helps individuals get hired or earn more, regardless of the actual skills they learned in class. In recent years, however, there has been a significant shift toward "college and career readiness" policies that encourage students to earn industry-recognized certifications (IRCs) while still in high school. These credentials, such as Certified Veterinary Assistant licenses or Occupational Safety and Health Administration (OSHA) construction certifications, are designed to signal to employers that students have specific, job-ready skills that a standard high school diploma might not clearly show. In theory, IRCs would be helpful for students who are entering the workforce directly, particularly those from historically marginalized groups, such as women, low-income students, and students of color.

Is Teacher Effectiveness Fully Portable? Evidence from the Random Assignment of Transfer Incentives

For years, many school improvement strategies have relied on a straightforward assumption: if we can just get our highest-performing teachers into our highest-need classrooms, student achievement gains will follow. This theory treats teacher effectiveness as a fixed, portable asset- like a laptop that works the same regardless of where it is plugged in. As a result, many policies have focused on redistributing strong teachers, at times offering financial incentives to encourage high-performing educators to transfer to lower-performing or hard-to-staff schools.

Making the Implicit Explicit: An Experiment with Implicit Gender Stereotypes and College Major Choice

Can knowing your own biases actually make you more likely to follow them? A new study reveals that telling students about their unconscious gender stereotypes didn't break the mold—it actually reinforced it for the students most at risk.

Despite comparable academic preparation and performance, women remain significantly underrepresented in many STEM fields. Recent research suggests that this persistent gender gap may be driven by implicit stereotypes (subconscious associations that link STEM fields more strongly with men than with women), which can undermine a student’s confidence and sense of belonging.

When and Why Does College Advising “Work:” Evidence from Advise TN

Across the country, states and districts have invested heavily in college advising programs to increase postsecondary enrollment, particularly for students who face the greatest barriers to navigating the college-going process. Yet evidence on what actually works at scale remains mixed. Many advising initiatives show promise in small pilots but struggle to deliver consistent results when expanded statewide, raising important questions for policymakers: Can large advising programs meaningfully increase college enrollment? And if so, what design features make the difference?

Socioeconomic and Racial Discrepancies in Algebra Access, Teacher, and Learning Experiences: Findings from the American Mathematics Educator Study

Algebra is more than just another math class. Passing it is required to access advanced coursework, which is necessary for college readiness and a wide range of careers. Yet decades of research show that access to Algebra is not distributed equally. Students in wealthier, suburban schools are far more likely to take Algebra by 8th grade, while those in high-poverty or high-minority schools often encounter barriers such as fewer course options, stricter placement policies, and less access to qualified teachers. As a result, students in under-resourced schools are less likely to reach advanced math courses in high school, limiting their opportunities for college admission, STEM careers, and long-term economic mobility.

Accelerating Opportunity: The Effects of Instructionally Supported Detracking

For decades, educators and policymakers have debated when students should take Algebra I. Timing matters: taking Algebra earlier, typically in 8th grade, opens the door to advanced math courses in high school, while taking it later can limit college and career opportunities. Yet access to early Algebra has long reflected deep inequities. Tracking systems have historically placed lower-performing students, disproportionately those from low-income backgrounds and students of color, into remedial or delayed math sequences. For example, in 2021, 27% of white 8th graders in the U.S. were enrolled in Algebra I, compared to just 16% of Black 8th graders. These systems perpetuated opportunity gaps and limited who could reach higher-level courses like Geometry, Algebra II, and Calculus before graduation.

Improving College Readiness in Mathematics in the Context of a Comprehensive High School Reform

For decades, educators and policymakers have debated how to ensure more students graduate high school ready for college-level math. Completing rigorous math coursework is one of the strongest predictors of college access and success. Yet large numbers of students, particularly those who struggle early on, never make it through the full college-preparatory sequence.

The Early College High School (ECHS) model in North Carolina offers a potential solution. This study asks: Does ECHS improve math course-taking and academic performance for all students, and especially for underprepared students? This study provides new evidence on both the impacts of requiring rigorous math for all and the mechanisms, including the instructional practices and supports that help make it work. 

Labor Market Strength and Declining Community College Enrollment

Community colleges have long served as the entry point to higher education for millions of Americans, especially first-generation students. Yet over the past decade, these institutions have experienced a striking decline in enrollment. Enrollments peaked in fall 2010 and by fall 2023 had fallen 37% from that peak. Policymakers and practitioners have raised concerns that this trend could signal falling confidence in the value of college, growing barriers to access, and the erosion of a critical workforce pipeline. Understanding what is truly driving these declines is essential for designing policies and supports that ensure community colleges continue to help students gain the skills they need to move into stable, well-paying careers, during times of both good and bad economic conditions.

The Impact of Cellphone Bans in Schools on Student Outcomes: Evidence from Florida

The rapid rise of student smartphone ownership, now reaching 88% among U.S. teens, has coincided with growing concern about both student well-being and academic performance. At the same time, 72% of public high school teachers say cellphones are a major classroom problem, and 83% of educators support all-day restrictions with limited exceptions. Supporters of cellphone bans argue that restricting device use helps students stay focused, reduces distractions, and improves mental health and academic performance. Opponents counter that such policies may strain student–teacher relationships, limit access to digital learning tools, and hinder communication during emergencies