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Education and the Gender Voting Gap
Women in the United States have outpaced men in both voter participation and educational attainment in recent decades. Since education is closely tied to political participation, we consider these trends in tandem and assess how much of the gender gap in voting is attributable to differences in educational attainment, differential returns to education, or other, non-education related elements… more →
How Does Early Achievement Predict Within-Year Student Mobility? Longitudinal Evidence from Missouri
Student mobility that occurs within a school year may be especially disruptive for student outcomes, yet little is known regarding the predictors of within-year mobility. In particular, research has yet to comprehensively examine the role of student achievement in predicting within-year student mobility. Thus, we sought to understand this link by examining longitudinal 3rd – 8th grade student… more →
Backlash? Schooling Reassignments and the Politics of School Desegregation
School desegregation efforts often spark fierce political backlash. This dissent is typically ascribed to families’ dissatisfaction with the changes in schooling assignments required to achieve desegregation aims. In this paper we use the empirical context of the Wake County Public School System (WCPSS) to estimate the effect of diversity-driven schooling reassignments on public engagement… more →
Heterogeneous Effects of Closing the Digital Divide During COVID-19 on Student Engagement and Achievement
Equitably expanding technology access among K-12 students is viewed as critical for equalizing educational opportunities. But these interventions may influence students’ academic outcomes in unexpected ways. Evidence suggests key technological resources, like broadband Internet, are a double-edged sword, conferring both educational benefits and distractions for children.
Are School Discipline Practices Pushing Students Out…to Another School? A Longitudinal Analysis of School Transfers in Five Midwest Counties
Sociology of education scholars have positioned punitive discipline practices as factors that work to “push” unwanted students to drop out of school before graduating. However, limited research examines how punitive discipline practices may push students to transfer to another schools—potentially acting as a critical step in the process of pushing students out of the formal education system… more →
Count Me In? Identifying Factors That Predict Centers’ Application to Boston’s Mixed-Delivery Universal Pre-K Program
Universal prekindergarten (UPK) programs often expand through mixed-delivery systems by offering seats in public schools and community-based centers (CBOs). Although this approach aims to meet varied family needs, little is known about potential systematic differences between CBOs that apply to UPK programs and those that do not. We examined whether applier and nonapplier CBOs differ in… more →