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Race, ethnicity and culture
Children routinely benefit from being assigned a teacher who shares an identity with them, such as gender or ethnicity. We study how student beliefs impact teacher-student gender match effects, and how this varies across subjects with different societal beliefs about differential ability by gender. A simple model of belief formation predicts that match effects will be larger for students who believe they are of low ability, and be greater in subjects with more salient societal beliefs. We test these using data from Chinese middle schools, exploiting random assignment of students to teachers. In China, many people believe boys are innately better than girls at math. We find that being assigned a female math teacher helps low-perceived-ability girls and slightly harms low-perceived-ability boys, with no effects for other children. In English and Chinese – subjects with less salient societal beliefs – these patterns persist but diminish. This yields policy implications for the assignment of teachers to students.
Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past ten years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicated kindergarteners in 2017 have slightly lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.
Conceptualizing and measuring levels of segregation in higher education is difficult as both vertical and horizontal sorting is prevalent and patterns vary across racial groups. In this paper, we measure various trends in racial segregation in California for 20 years. We find that the most selective four-year campuses are the least segregated and that the community college sector is the most segregated. This fact has remained relatively stable over time. We also find that observed levels of Latinx-White segregation are lower than the hypothetical levels we would see if college choice were determined exclusively by geography. However, observed Asian-White segregation is higher than it would be if college attendance were determined exclusively by geography.
Research suggests that earning college credits in high school increases the likelihood of postsecondary progress and graduation. In this study, we measure the impact of dual enrollment in high school and college courses through the College Now (CN) program on college enrollment for students in New York City. We use a regression discontinuity design (RDD) that estimates the causal local average effect of the treatment — eligibility for dual enrollment in college classes while in high school — on college enrollment. We find that being eligible for CN leads to a 7% point increase in the likelihood of college enrollment and an 8.6% point increase in the likelihood of enrollment in a four-year college. Students who were eligible for CN and enrolled in CN were 20% points more likely to enroll in college.
In a flipped classroom, an increasingly popular pedagogical model, students view a video lecture at home and work on exercises with the instructor during class time. Advocates of the flipped classroom claim the practice not only improves student achievement, but also ameliorates the achievement gap. We conduct a randomized controlled trial at West Point and find that the flipped classroom produced short term gains in Math and no effect in Economics, but that the flipped model broadened the achievement gap: effects are driven by white, male, and higher achieving students. We find no long term average effects on student learning, but the widened achievement gap persists. Our findings demonstrate feasibility for the flipped classroom to induce short term gains in student learning; however, the exacerbation of the achievement gap, the effect fade-out, and the null effects in Economics suggest that educators should exercise caution when considering the model.
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.
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.
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.
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.
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.