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Oded Gurantz.

This paper uses Advanced Placement (AP) exams to examine how receiving college credit in high school alters students’ subsequent human capital investment. Using data from one large state, I link high school students to postsecondary transcripts from in-state, public institutions and estimate causal impacts using a regression discontinuity that compares students with essentially identical AP performance but who receive different offers of college credit. I find that female students who earn credit from STEM exams take higher-level STEM courses, significantly increasing their depth of study, with no observed impacts for males. As a result, the male-female gap in STEM courses taken shrinks by roughly one-third to two-thirds, depending on the outcome studied. Earning non-STEM AP credit increases overall coursework in non-STEM courses and increases the breadth of study across departments. Early credit policies help assist colleges to produce graduates whose skills aligns with commonly cited social or economic priorities, such as developing STEM graduates with stronger skills, particularly among traditionally underrepresented groups.

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Zachary Mabel, CJ Libassi, Michael Hurwitz.

Policymakers are increasingly including early-career earnings data in consumer-facing college search tools to help students and families make more informed post-secondary education decisions. We offer new evidence on the degree to which existing college-specific earnings data equips consumers with useful information by documenting the level of selection bias in the earnings metrics reported in the U.S. Department of Education’s College Scorecard. Given growing interest in reporting earnings by college and major, we focus on the degree to which earnings differences across four-year colleges and universities can be explained by differences in major composition across institutions. We estimate that more than three-quarters of the variation in median earnings across institutions is explained by observable factors, and accounting for differences in major composition explains over 30 percent of the residual variation in earnings after controlling for institutional selectivity, student composition, and local cost of living differences. We also identify large variations in the distribution of earnings within colleges; as a result, comparisons of early-career earnings can be extremely sensitive to whether the median, 25th, or 75th percentiles are presented. Taken together, our findings indicate that consumers can easily draw misleading conclusions about institutional quality when using publicly available earnings data to compare institutions.

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Elizabeth Setren.

Using novel variation in special education and English Language Learner classification from admissions lotteries, I find that students can achieve large academic gains without specialized services. Enrolling in a Boston charter school doubles the likelihood that students lose their special education or English Language Learner status, but exposes students to a high-performing general education program that includes high intensity tutoring, data driven instruction, and increased instructional time. The positive effects extend to college: charters nearly double the likelihood that English Language Learners enroll in four-year colleges and quadruple the likelihood that special education students graduate from two-year college. A multiple instrument strategy suggests that high quality general education practices drive the gains and finds no detrimental effect from lower classification rates.

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Anjali Adukia.

Programs that provide lower-skill employment are a popular anti-poverty strategy in developing countries, with India's employment-guarantee program (MGNREGA) employing adults in 23% of Indian households.  A potential concern is that guaranteeing lower-skill employment opportunities may discourage investment in human capital and long-run income growth.  Using large-scale administrative data and household survey data, I estimate precise spillover impacts on education that reject substantive declines in children's education from the government's rollout of MGNREGA.  I estimate that these small negative impacts are inexpensive to counteract, particularly compared to MGNREGA expenditures on rural employment and poverty alleviation.

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Benjamin L. Castleman, Francis X. Murphy, Richard W. Patterson, William L. Skimmyhorn.

The Post-9/11 GI Bill allows service members to transfer generous education benefits to a dependent. We run a large-scale experiment to test whether active choice framing impacts US Army service members’ decision to transfer benefits.  Individuals who received email messages framing GI Bill use as an active choice between own use and transfer to a family member are more likely to pursue information about the benefit than individuals receiving outreach that does not frame the decision as an active choice.  While we find no overall effect of framing on transfer, active choice increases transfer among service members with graduate degrees.

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Nathan Barrett, Andrew McEachin, Jonathan Mills, Jon Valant.

Black and poor students are suspended from U.S. schools at higher rates than white and non-poor students. While the existence of these disparities has been clear, the causes of the disparities have not. We use a novel dataset to examine how and where discipline disparities arise. By comparing the punishments given to black and white (or poor and non-poor) students who fight one another, we address a selection challenge that has kept prior studies from identifying discrimination in student discipline. We find that black and poor students are, in fact, punished more harshly than the students with whom they fight.

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Steven W. Hemelt, Nathaniel L. Schwartz, Susan M. Dynarski.

Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students’ subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in 11th rather than 12th grade. We see limited evidence of improvements in early math performance during college.

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Gary T. Henry, J. Edward Guthrie.

Federal education policies gave political and financial support for state education agencies to turnaround low-performing schools on an unprecedented scale. North Carolina’s ambitious program turned around over half of all schools nationwide that underwent turnaround funded by Race to the Top. Exploiting the assignment to turnaround based on schools’ 2009-10 proficiency rates, we implement  regression discontinuity designs to estimate the effects of state turnaround services on student achievement in North Carolina’s lowest-performing schools annually from the 2011-12 through 2014-15. Overall, we find modest positive effects of turnaround when including treated schools at all grade levels, but these effects are sensitive to bandwidth. For secondary schools, we find consistently positive effects that vary from modest to large. For elementary and middle schools, we find consistent, modest negative effects of turnaround on student achievement.

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Mary Helen Immordino-Yang, Linda Darling-Hammond, Christina Krone.

New advances in neurobiology are revealing that brain development and the learning it enables are directly dependent on social-emotional experience. Growing bodies of research reveal the importance of socially-triggered epigenetic contributions to brain development and brain network configuration, with implications for social-emotional functioning, cognition, motivation and learning. Brain development is also impacted by health-related and physical developmental factors, such as sleep, toxin exposure, and puberty, which in turn influence social-emotional functioning and cognition. An appreciation of the dynamic interdependencies of social-emotional experience, health-related factors, brain development and learning underscores the importance of a “whole child” approach to education reform, and leads to important insights for research on Social-Emotional Learning (SEL). To facilitate these interdisciplinary conversations, here we conceptualize within a developmental framework current evidence on the fundamental and ubiquitous biological constraints and affordances undergirding SEL-related constructs and learning more broadly. Learning indeed depends on how nature is nurtured.

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Paul T. von Hippel, Chandi Wagner.

Evidence-based policy is the practice of basing policy decisions on rigorous research evidence, such as randomized experiments. But it is unclear how often evidence-based decisions produce more effective policy. We evaluate an evidence-based policy implemented in 1989-93, after the state of Tennessee completed the famous Project STAR randomized experiment, which showed that reducing average class sizes from 23 to 15 could raise test scores by nearly 0.2 standard deviations (SD). After Project STAR, the state launched Project Challenge, which tried to achieve similar score gains by earmarking $5 million to reduce class sizes in the state’s 17 poorest districts.

We evaluate the effects of Project Challenge by applying regression discontinuity and difference in differences analysis to data from district report cards. Our analysis offers no evidence that Project Challenge districts raised test scores, and even raises questions about whether districts reduced class sizes. After Project Challenge, Tennessee’s Basic Education Plan did reduce class sizes, but only by a token amount, from 26 to 25. In this example, it seems that a successful randomized experiment did not lead to successful policy.

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