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Why Fadeout is (Probably) Worse Than We Think: Adjusting for Correlated Sampling Error in Meta-Analyses of Behavioral Interventions
The extent to which intervention effects persist or fade over time is an important question in the behavioral sciences. In meta-analysis, persistence is typically assessed by meta-regressing effect sizes at followup on effect sizes at endline. While common, the standard meta-regression does not adjust for the shared sampling error between effect sizes across time points. We show that in… more →
Making the Implicit Explicit: An Experiment with Implicit Gender Stereotypes and College Major Choice
We study whether making college students aware of their implicit gender–STEM stereotypes affects their pursuit of a STEM degree. In a field experiment at a large, selective U.S. university, over 800 undergraduates completed a gender–STEM Implicit Association Test (IAT) and a detailed survey on major preferences and beliefs. Students were randomly assigned to receive feedback about their IAT… more →
College Enrollment Patterns After SFFA v. Harvard
We study how U.S. high school students’ patterns of college entry changed in the first year after the Supreme Court’s 2023 SFFA v. Harvard ruling. Drawing on a rich dataset linking more than 12 million domestic PSAT, SAT, and AP takers in the 2021-2024 high school graduation cohorts to their college enrollment records, we examine post-SFFA changes both in students’ college destinations and in… more →
U.S. Schools’ Proximity to Environmental Hazard Sites: A National Analysis
We conduct a nationwide assessment of U.S. PreK-12 public and private schools’ proximity to known environmental hazard sites tracked by the U.S. Environmental Protection Agency: Superfund sites, Brownfields, and Toxics Release Inventory facilities. Prior research documents a range of negative health and academic consequences for youth exposed to pollution and legacy contaminants released by… more →
Who Is Newly Absent? Racial Inequities in Post-Pandemic Transitions into Chronic and Severe Absence in Georgia
Chronic absenteeism rose sharply following the onset of the COVID-19 pandemic and has declined only modestly since, yet most evidence remains cross-sectional and cannot distinguish persistence from redistribution in absence behavior. Using a cohort transition framework, the analysis compares students' typical absence profiles across pre-pandemic and post-pandemic periods. The results show… more →
What are schools doing to improve attendance? Evidence from Michigan and Georgia
This study presents evidence from Michigan and Georgia on the strategies that schools are using to improve attendance and how those strategies vary across contexts. We find that schools in both states rely heavily on communication-based practices aimed at changing student or parent behavior. Practices focused on removing barriers or improving student experiences in school are less common. We… more →
Policy and Practice Series
Webinar Series
The Bigger Picture: Key Trends in America’s Changing Education Landscape
Are the enrollment and achievement declines we’re seeing just pandemic fallout, or something deeper? The papers featured in this webinar provide essential context for evaluating common narratives about recent changes in student achievement and enrollment.