Search EdWorkingPapers by author, title, or keywords.
Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among 4th to 8th graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts might establish practices that instill more positive academic beliefs among ELs.
A pervasive issue in the school choice literature is whether schools of choice cream-skim students by enrolling high-achieving, less challenging, or less costly students. Similarly, schools of choice may “pushout” low-achieving, more challenging, or more costly students. Using longitudinal student-level data from Indiana, we created multiple measures to examine whether there is evidence consistent with the claims of voucher-participating private schools cream skimming the best students from public schools or pushing out voucher-receiving students. We do not find evidence consistent the claim of cream skimming. However, we find evidence consistent with the claim of private schools pushing out the lowest achieving voucher students.
Responsive teaching is a highly effective strategy that promotes student learning. In math classrooms, teachers might funnel students towards a normative answer or focus students to reflect on their own thinking, deepening their understanding of math concepts. When teachers focus, they treat students’ contributions as resources for collective sensemaking, and thereby significantly improve students’ achievement and confidence in mathematics. We propose the task of computationally detecting funneling and focusing questions in classroom discourse. We do so by creating and releasing an annotated dataset of 2,348 teacher utterances labeled for funneling and focusing questions, or neither. We introduce supervised and unsupervised approaches to differentiating these questions. Our best model, a supervised RoBERTa model fine-tuned on our dataset, has a strong linear correlation of .76 with human expert labels and with positive educational outcomes, including math instruction quality and student achievement, showing the model’s potential for use in automated teacher feedback tools. Our unsupervised measures show significant but weaker correlations with human labels and outcomes, and they highlight interesting linguistic patterns of funneling and focusing questions. The high performance of the supervised measure indicates its promise for supporting teachers in their instruction.
We exploit historical natural experiments to test whether universities increase economic mobility and equality. We use "runner-up’" counties that were strongly considered to become university sites but were not selected for as-good-as-random reasons as counterfactuals for university counties. University establishment causes greater intergenerational income mobility but also increases cross-sectional income inequality. We highlight four findings to explain this seeming paradox: universities hollow out the local labor market and provide greater opportunities to achieve top incomes, both of which increase cross-sectional inequality, and increase educational attainment and connections to high-SES people, which prevent inequality from perpetuating into intergenerational immobility.
Prior research has found that financial investments in North Carolina’s pre-kindergarten (pre-K) program generated positive effects on student reading and math achievement through eighth grade (Bai et al., 2020). The current study examined the interaction between NC Pre-K funding and two key dimensions of the subsequent educational environment students experience in their school districts: average achievement and achievement growth. In relation to student reading and math achievement in eighth grade, the benefits of NC Pre-K funding were found to be additive to the benefits of school-district average achievement. The benefits of NC Pre-K funding were also found to interact with the benefits of school-district achievement growth such that the NC Pre-K effect was larger in school districts with lower rates of growth in academic achievement. These findings suggest that public investments in early childhood education may be particularly beneficial in the long term for children who subsequently experience low-growth schooling environments compared to children in high-growth environments.
Teachers are critical to student learning, but adequately staffing classrooms has been challenging in many parts of the country. Even though teacher shortages are being reported across the U.S., teacher shortages are poorly understood. Determining and addressing teacher shortages is difficult due to the lack of data. Neither the federal government nor the majority of states have provided sufficient information on teacher shortages. To address this gap, we systematically examine news reports, department of education data, and publicly-available information on teacher shortages for every state in the U.S. We find there are at least 36,000 vacant positions along with at least 163,000 positions being held by underqualified teachers, both of which are conservative estimates of the extent of teacher shortages nationally. We discuss the implications of our findings for a robust data system, including more specific and consistent reporting of shortage, as well as implications for teacher preparation and education in the United States.
Counselors are a common school resource for students navigating complicated and con- sequential education choices. I estimate counselors’ causal effects using quasi-random assignment policies in Massachusetts. Counselors vary substantially in their effectiveness at increasing high school graduation and college attendance, selectivity, and persistence. Counselor effects on educational attainment are similar in magnitude to teacher effects, but they flow through improved information and assistance more than cognitive or non-cognitive skill development. Counselor effectiveness is most important for low-income and low-achieving students, so improving access to effective counseling may be a promising way to increase educational attainment and close socioeconomic gaps in education.
Levels of governance (the nation, states, and districts), student subgroups (racially and ethnically minoritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recently available data, we describe inequality in multiple dimensions. At the national level, racially and ethnically minoritized and economically disadvantaged students receive between $30 and $800 less in K-12 expenditures per pupil than White and economically advantaged students. At the state and district levels, per-pupil expenditures generally favor racially and ethnically minoritized and economically disadvantaged students compared to White and economically advantaged students. Looking at nonpecuniary resources, minoritized and economically disadvantaged students have smaller class sizes than their subgroup counterparts in the average district, but these students also have greater exposure to inexperienced teachers. We see no evidence that district-level spending in favor of traditionally disadvantaged subgroups is explained by district size, average district spending, teacher turnover, or expenditures on auxiliary staff, but Black and Hispanic spending advantage is correlated with the relative size of the Black and Hispanic special education population.
Four-day school weeks are becoming increasingly common in the United States, but their effect on students’ achievement is not well-understood. The small body of existing research suggests the four-day schedule has relatively small, negative average effects (~-0.02 to -0.09 SD) on annual, standardized state test scores in math and reading, but these studies include only a single state or are limited by using district-level data. We conduct the first multi-state, student-level analysis that estimates the effect of four-day school weeks on student achievement and a more proximal measure of within-year growth using NWEA MAP Growth assessment data. We conduct difference-in-differences analyses to estimate the effect of attending a four-day week school relative to attending a five-day week school. We estimate significant negative effects of the schedule on spring reading achievement (-0.07 SD) and fall-to-spring achievement gains in math and reading (-0.06 SD in both). The negative effects of the schedule are disproportionately larger in non-rural schools than rural schools and for female students, and they may grow over time. Policymakers and practitioners will need to weigh the policy’s demonstrated negative average effects on achievement in their decisions regarding how and if to implement a four-day week.