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EdWorkingPapers

Ilana Umansky, Hanna Dumont.

Prior research has shown that EL classification is consequential for students, however, less is known about how EL classification impacts students’ outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using nationally-representative data (ECLS-K:2011), we use coarsened exact matching to estimate the effect of EL status on teachers’ perceptions of students’ skills in language arts, math, science, and social studies in kindergarten through second grade. We further explore whether that impact is moderated by instructional setting (bilingual versus English immersion). We find evidence that EL classification results in lower teacher perceptions across content areas and grade levels. This impact is, however, moderated by bilingual environments. This study adds to research on teacher perceptions and the effects of EL classification. 

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Lindsay Weixler, Jon Valant, Daphna Bassok, Justin B. Doromal, Alica Gerry.

The early childhood enrollment process involves searching for programs, applying, verifying eligibility(for publicly funded seats), and enrolling. Many families do not complete the process. We conducted a randomized controlled trial to assess strategies for communicating with families as they verify eligibility. Working with administrators in New Orleans, we randomly assigned families to receive either: (1) the district’s usual, modest communications, (2) the usual communications plus weekly text-message reminders formal in tone, or (3) the usual communications plus weekly text-messages reminders friendly and personal in tone. Text-message reminders increased verification rates by seven percentage points (regardless of tone), and personalized messages increased enrollment rates for some groups. The exchanges between parents and administrators reveal the key obstacles that parents confronted.

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Robert M. Costrell.

It has long been argued that cash balance (CB) pension plans offer a more equitable distribution of benefits than traditional final-average-salary (FAS) plans for teachers, particularly between short-termers and career teachers.   However, it has also been understood that the impetus for reform would come from fiscal distress, rather than a concern for equity.  In this paper I examine how the nation’s first CB plan for teachers, in Kansas, adopted under such conditions, has played out for the level and distribution of benefits and system costs, compared to the FAS plan it replaced.  My key findings are:  (1) employer-funded benefits were modestly reduced, despite the surface appearance of somewhat generous employer matches; (2) more importantly, the cost of the pension guarantee, which is off-the-books under standard actuarial accounting, was reduced quite substantially.  Thus, although much of the distributional benefit, originally put forth, did materialize, the primary gain for states considering reform may well be the reduction in the cost of risk-bearing.

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Andrew C. Barr, Kelli A. Bird, Benjamin L. Castleman.

Student loan borrowing for higher education has emerged as a top policy concern. Policy makers at the institutional, state, and federal levels have pursued a variety of strategies to inform students about loan origination processes and how much a student has cumulatively borrowed, and to provide students with greater access to loan counseling. We conducted an experiment to evaluate the impact of an outreach campaign that prompted loan applicants at a large community college to make informed and active borrowing decisions and that offered them access to remote, one-onone assistance from a loan counselor. The intervention led students to reduce their unsubsidized loan borrowing by 7 percent, resulted in worse academic performance, and increased the likelihood of loan default during the three years after the intervention occurred. Our results suggest policy makers and higher education leaders should carefully examine the potential unintended consequences of efforts to reduce student borrowing, particularly in light of growing evidence regarding the counter-intuitive positive relationship between reduced borrowing levels and worse student academic and financial outcomes.

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David M. Houston, Jeffrey R. Henig.

We conduct an online survey experiment in which participants are asked to imagine that they are parents moving to a new metropolitan area. They then choose between the five largest school districts in that area. All participants receive demographic data for each district. In addition, some participants are randomly assigned to receive average achievement and/or average growth data for each district. While there are strong relationships between student demographics and student achievement, the links between student demographics and student growth are much weaker. We find that, on average, the provision of growth data causes participants to choose less white and less wealthy districts. Moreover, the provision of both achievement and growth data causes participants to choose less white and less wealthy districts than the provision of achievement data alone.

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Amy Ellen Schwartz, Bryant Gregory Hopkins, Leanna Stiefel.

In the forty plus years since passage of the Individuals with Disabilities Education Act (IDEA), special education has grown in the number of students and amount spent on services. Despite this growth, the academic performance of students with disabilities (SWDs) remains troubling low compared to general education students (GENs). To some extent, these differences reflect persistent underlying disabilities, but they may also reflect ineffective special education services. Does special education improve academic outcomes for students with disabilities? There is surprisingly little evidence to guide policy and answer this question. This paper provides an answer for the largest disability group, students with learning disabilities (LDs), using rich data from New York City public schools. Because the majority of LDs are classified after school entry, we observe outcomes both before and after classification, allowing us to gauge impact using within-student pre/post comparisons and, ultimately, student fixed effects in regression models exploring impacts. We find that academic outcomes improve for LDs following classification into special education, and impacts are largest for those entering special education in earlier grades. Results are robust to alternative specifications and falsification tests bolster confidence in a causal interpretation. Differences in impacts by gender and race/ethnicity, grade of classification, and settings shed light on possible mechanisms. 

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Harry J. Holzer, Zeyu Xu.

In this paper we estimate the impacts of the “pathways” chosen by community college students—in terms of desired credentials and fields of study, as well as other choices and outcomes along the paths—on the attainment of credentials with labor market value. We focus on the extent to which there are recorded changes in students’ choices over time, whether students make choices informed by their chances of success and by labor market value of credentials, and the impacts of choices on outcomes. We find that several characteristics of chosen pathways, such as field of study and desired credential as well as early “momentum,” affect outcomes. Student choices of pathways are not always driven by information about later chances of success, in terms of probabilities of completing programs and attaining strong earnings. Students also change pathways quite frequently, making it harder to accumulate the credits needed in their fields. Attainment of credentials with greater market value could thus likely be improved by appropriate guidance and supports for students along the way, and perhaps by broader institutional changes as well.

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James Soland.

Research has begun to investigate whether teachers and schools are as effective with certain student subgroups as they are with the overall student population.  Most of this research has examined the issue by trying to produce causal estimates of school contributions to short-term student growth (usually using value-added models) and has emphasized rank orderings of schools by subgroup.  However, not much is known about whether schools contributing to long-term growth for all students are also contributing to student growth by subgroup in ways that might close achievement gaps.  In this study, schools’ contributions to student growth are estimated separately for Black versus White students.  Results show that focusing on rank orderings of schools alone can mask troubling trends in relative achievement over time.  Options for how policymakers can sensibly hold schools accountable for student growth, including under The Every Student Succeeds Act, are discussed.

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Allison Atteberry, Andrew McEachin.

The field is generally aware of the summer learning loss (SLL) phenomenon. However key characteristics of SLL are not broadly established. What proportion of students’ school-year gains are lost in the subsequent summer? Is the magnitude of SLL generally similar across students or across grades? We describe the role summers play in the end-of-schooling achievement disparities using a unique dataset that spans eight grades, 200 million test scores, 18 million students, 50 states, and school-years 2008-2016. On average, 19% of students’ pathways from their 1st to 8th grade test-score occur during summers. We show that—even if all inequality in school-year learning rates could be eliminated, students would still end school with very different achievement due to SLL alone.

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Kalena Cortes, Hans Fricke, Susanna Loeb, David Song, Ben York.

The time children spend with their parents affects their development. Parenting programs can help parents use that time more effectively. Text-messaged-based parenting curricula have proven an effective means of supporting positive parenting practices by providing easy and fun activities that reduce informational and behavioral barriers. These programs may be more effective if delivered during times when parents are particularly in need of support, such as after work, or, alternatively when parents have more time to interact with their child, such as on a day off of work. This study compares the effects of an early childhood text-messaging program sent during the weekend to the same program sent on weekdays. We find that sending the text messages on the weekend is, on average, more beneficial to children’s literacy and math development. This effect is particularly strong for initially lower achieving children, while the weekday texts show some benefits for higher achieving children on higher order skills. These results are consistent with the hypothesis that the parents of lower achieving students, on average, face such high barriers during weekdays that supports are not enough to overcome these barriers, while for parents of higher achieving students, weekday texts are more effective because weekdays are more challenging, but not so difficult as to be untenable for positive parenting. In sum, the findings suggest that parenting support works best when parents have time, attention, and need.

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