Search for EdWorkingPapers here by author, title, or keywords.
In contrast to prior federally mandated school reforms, the Every Student Succeeds Act (ESSA) allows states more discretion in reforming their lowest performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. Using a regression discontinuity design, we evaluate a state turnaround initiative aligned with ESSA requirements. We find the effect on student test score growth was not significant in year one and -0.13 in year two. Also in year two, we find that teachers in turnaround schools were 22.5 percentage points more likely to turn over. Teacher turnover appears to have been voluntary rather than the result of strategic staffing decisions.
We present results from a five-year effort to design promising online and text-message interventions to improve college achievement through several distinct channels. From a sample of nearly 25,000 students across three different campuses, we find some improvement from coaching-based interventions on mental health and study time, but none of the interventions we evaluate significantly influences academic outcomes (even for those students more at risk of dropping out). We interpret the results with our survey data and a model of student effort. Students study about five to eight hours fewer each week than they plan to, though our interventions do not alter this tendency. The coaching interventions make some students realize that more effort is needed to attain good grades but, rather than working harder, they settle by adjusting grade expectations downwards. Our study time impacts are not large enough for translating into significant academic benefits. More comprehensive but expensive programs appear more promising for helping college students outside the classroom.
We document patterns and trends in school segregation by racial/ethnic group and by family income in North Carolina between 1998 and 2016, a period of rapid immigration, decline in federal oversight, and growth of charter schools. Accounting for students in both public and private schools, we find that segregation generally increased over the period, with the increase concentrated in urban areas. In addition, low-income students became more segregated from other students during the period. We measure and decompose segregation in metropolitan areas, finding that more than half can be attributed to racial disparities inside school districts, but in some counties private schools, charter schools, or multiple districts played a deciding role. We also find that segregation between white and Hispanic students increased sharply. We note several policy levers available at the local and state level.
The sustaining environments thesis hypothesizes that PreK effects are more likely to persist into later grades if children experience high-quality learning environments in the years subsequent to PreK. This study tests this hypothesis using data from a statewide PreK randomized experiment in Tennessee that found positive effects at the end of PreK that did not persist past kindergarten. These data were combined with teacher observation and school-level value-added scores from Tennessee’s formal evaluation system to determine whether positive effects of PreK persisted for the subgroup of students exposed to higher-quality learning environments between kindergarten and 3rd-grade. Neither exposure to highly effective teachers nor attending a high-quality school was sufficient by itself to explain differences in achievement between PreK participants and non-participants in 3rd-grade. However, this study found evidence that having both was associated with a sustained advantage for PreK participants in both math and ELA that lasted through at least 3rd-grade. Notably, however, very few children were exposed to high-quality learning environments after PreK, suggesting that maximizing PreK investments may require attending to the quality of learning environments during PreK and beyond.
Debates in education policy draw on different theories about how to raise children’s achievement. The school competition theory holds that achievement rises when families can choose among competing schools. The school resource theory holds that achievement rises with school spending and resources that spending can buy. The family resources theory holds that children’s achievement rises with parental education and income. We test all three theories in Chile between 2002 and 2013, when reading and math scores rose by 0.2-0.3 standard deviations, while school competition, school resources, and family resources all increased. In a difference in differences analysis, we ask which Chilean municipalities saw the greatest increases in test scores. Test scores did not rise faster in municipalities with greater increases in competition, but did rise faster in municipalities with greater increases in school resources (teachers per student) and especially family resources (parental education, not income). Student grade point averages show similar patterns. Results contradict the school competition theory but fit the family resource theory and, to a lesser extent, the school resource theory.
We examine the dynamic nature of teacher skill development using panel data on principals’ subjective performance ratings of teachers. Past research on teacher productivity improvement has focused primarily on one important but narrow measure of performance: teachers’ value-added to student achievement on standardized tests. Unlike value-added, subjective performance ratings provide detailed information about specific skill dimensions and are available for the many teachers in non-tested grades and subjects. Using a within-teacher returns to experience framework, we find, on average, large and rapid improvements in teachers’ instructional practices throughout their first ten years on the job as well as substantial differences in improvement rates across individual teachers. We also document that subjective performance ratings contain important information about teacher effectiveness. In the district we study, principals appear to differentiate teacher performance throughout the full distribution instead of just in the tails. Furthermore, prior performance ratings and gains in these ratings provide additional information about teachers’ ability to improve test scores that is not captured by prior value-added scores. Taken together, our study provides new insights on teacher performance improvement and variation in teacher development across instructional skills and individual teachers.
English-only college education in non-English speaking countries is a rapidly growing phenomenon that has been dubbed as the most important trend in higher education internationalization. Despite worldwide popularity, there is little empirical evidence about how the transition to English-only instruction affects students’ academic outcomes. Using a natural experiment at a selective university in Central Asia and a difference-in-differences strategy, we estimate the causal effect of switching to English-only instruction on students’ college outcomes. We find that the introduction of English-only instruction led to a decrease of GPAs and probability of graduation and an increase in the number of failed course credits. Although negative, the effects were short-lived. The difference-in-differences estimates and the examination of potential mechanisms suggest that at least in selective universities in non-English speaking countries, the switch to English-only instruction may affect college outcomes negatively at the time of transition but may not necessarily imply longer-run negative effects.
One in five schools loses its principal each year. Despite the prevalence of principal turnover, little empirical research has examined its effects on school outcomes. Because principal turnover may occur in response to or contemporaneous with a downturn in student achievement, the effect of a turnover is confounded with unobserved school-level factors. We employ a novel identification strategy that blocks each potential source of endogeneity to isolate plausibly causal effects of within- and between-year principal turnover. Using eight years of North Carolina administrative data from 2009-2018, we find that principal turnover is associated with significant decreases in student achievement and increases in teacher turnover. These effects are similar whether the turnover occurs over the summer or during the school year.
A research synthesis points to the added-value—benefits to social and emotional development, as well as learning outcomes—for students of color taught by teachers of color. Given ongoing education debates, policymakers can use this evidence base to craft legislation aimed at increasing the ethnoracial diversity of the U.S. educator workforce. To begin, historical research shows how Latinx and Black teachers have supported their Latinx and Black students’ social and emotional development during state-sanctioned school segregation. Contemporary qualitative and quantitative research highlights how teachers of color improve social and emotional development, as well as learning, for their students of color. Implications for the reauthorization of the Higher Education Act are discussed.
The vast majority of literature on school choice, and charter schools in particular, focus on attending an elementary or middle school and often focus on test scores or other proximal outcomes. Much less is known about the long-term effects of attending a charter high school. It is important to fill this information void for a few reasons. First, schools in general affect more than just students’ test scores. Second, high schools make up a larger share of the charter sector. Third, school choice depends on freely available information for parents and students to make informed decisions about where to attend, including potential long-term benefits. We add to the empirical research on charter school effects by using a doubly-robust regression-adjusted propensity score matching approach to evaluate the impacts of charter high school attendance on 9th grade behavioral outcomes and individuals propensity to commit crime and participate in elections as young adults in North Carolina, a state with a large and growing charter school sector.