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NEW EdWorkingPapers
Do Civic Infrastructures Predict Student Outcomes? Comparing Grassroots and Professional Education Nonprofits
Local civic infrastructures—the networks of organizations, relations, and community resources supporting schools—can shape education policy and practice, yet evidence of their relationship to student outcomes remains limited. We examine this relationship using a novel panel dataset of US education nonprofits from 2010 to 2019, geocoded and linked to over 10,000 school districts.
Estimating the Expenditures Associated with Special Education: Evidence from Michigan
Using a 13-year panel of school districts in Michigan, this paper estimates the average expenditures associated with different disability category labels. Increasing the number of students with disabilities by 1 student in the average school district is associated with an increase in expenditures between $1,998 for students with specific learning disabilities to more than a $23,000 increase in… more →
Non-traditional Student Advising Before College: Lessons from Navigate Reconnect
Prospective college students benefit from tailored advising and guidance about whether, where, and how to enroll. Support for college planning drops sharply after students leave high school, however, leaving non-traditional students largely on their own. We study Navigate Reconnect, a Tennessee advising program that intends to fill this gap. We evaluate how Navigate Reconnect access and… more →
The Impact of International Students on US Colleges: Higher Education as a Service Export
Between 2003 and 2016, international enrollment in US higher education nearly doubled. We examine how trade shocks in education affect public universities’ decision-making. We construct a shift-share instrument exploiting institutions’ historical networks with different origins of international students, income growth, and exchange-rate fluctuations. Contrary to claims that US-born students… more →
Can Early Exposure to the Teaching Profession Increase Teacher Supply and Diversity? New Evidence on the Teacher Pipeline
We examine whether early exposure to the teaching career has the potential to expand the size and diversity of new teacher supply. Exploiting the staggered expansion of high school education courses across Texas, we find little evidence that these courses increased new teacher supply or diversity despite course takers being substantially more diverse than the teacher workforce. High school… more →
Why aren’t online learning programs working better in schools: Maybe they need to be more integrated with what is actually taught during whole classroom instruction?
Computer-assisted learning (CAL)—educational software providing instruction to help students learn concepts and skills—is ubiquitous in US schools. Despite meta-analyses suggesting benefits, national test scores have declined during rapid CAL adoption. This may reflect insufficient research on how and when CAL complements instruction. Using a fixed effect model, we find 60 additional minutes… more →
Policy and Practice Series
EdTalks
Centering Teachers in the AI Era
What happens when teachers are treated as professional decision-makers, not just end users of AI tools?
Watch the conversation about the future of the teaching profession in an AI-enabled education system, grounded in two recent EdWorkingPapers.