The Annenberg Institute for School Reform at Brown University, in partnership with the SCALE Initiative at Stanford University, offers this national working paper series to provide open access to high-quality papers from multiple disciplines and from multiple universities and research organizations on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications for education policy. EdWorkingPapers circulates papers prior to publication for comment and discussion; these papers have not gone through a peer review processes.
NEW EdWorkingPapers
Practice-Based Teacher Education Pedagogies Improve Responsiveness: Evidence from a Lab Experiment
Given the limited time available during teacher preparation, teacher educators must make zerosum choices about the pedagogies they choose to prepare pre-service teachers. Yet the field lacks rigorous causal evidence regarding the relative efficacy of different pedagogies to inform teacher educator decision-making. To begin to address this issue, we randomly assigned 185 college students to one… more →
From Retributive to Restorative: An Alternative Approach to Justice in Schools
School districts historically approached conflict-resolution from the perspective that suspending disruptive students was necessary to protect their classmates, even if this caused harm to perceived offenders. Restorative practices (RP) – focused on reparation, accountability, and shared ownership of disciplinary justice – are designed to address undesirable behavior without harming students.… more →
Peer Income Exposure Across the Income Distribution
Children from families across the income distribution attend public schools, making schools and classrooms potential sites for interaction between more- and less-affluent children. However, limited information exists regarding the extent of economic integration in these contexts. We merge educational administrative data from Oregon with measures of family income derived from IRS records to… more →
Do Dual Enrollment Students Realize Better Long-Run Earnings? Variations in Financial Outcomes Among Key Student Groups
This study considers whether dual enrollment is associated with students’ financial outcomes over a longer, twelve-year time horizon after high school graduation than previously analyzed in the existing literature. Using longitudinal administrative data that span K-12, higher education, and the workforce, we conduct a propensity score analysis to understand how dual credit participation among… more →
The Costs and Benefits of North Carolina’s Early College High School Model
Early colleges are high schools that blend the high school and college experiences. They have been shown to increase college enrollment and completion; however less is known about the costs of the early college model relative to traditional high schools. We leverage randomized assignment of North Carolina students to early colleges to estimate the costs, benefits, and net benefits (benefits… more →
Corequisite Course Models in California Community Colleges: Implementation Variation and Challenges
As community colleges and systems move away from developmental education and encourage students to enroll in introductory, college-level coursework to complete their math and English requirements, it is critical to provide students with additional academic supports to help them succeed. One such model is the corequisite course, a model that offers a separate support lab to provide academic… more →