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NEW EdWorkingPapers
The Effects of Immigration Enforcement on Student Outcomes in a New Era of Immigration Policy in the United States
This study presents the first evidence, to our knowledge, of the effects of the surge in interior immigration apprehensions in 2025 in the United States on student academic performance using detailed student-level administrative records from Florida. We find evidence that immigration enforcement reduced test scores for both U.S.-born and foreign-born Spanish-speaking students while also… more →
How do place-based scholarships affect student borrowing and academic outcomes? Lessons from Atlanta
Previous research shows that Achieve Atlanta’s placed-based scholarship and associated services meaningfully improve college persistence and completion. In this follow up study that uses similar methods but additional and more detailed data, we examine whether scholarship recipients exhibit different student loan portfolios, course-taking patterns, or academic performance.
Do As I Say: What Teachers’ Language Reveals About Classroom Management Practices
Classroom management critically affects students’ academic and behavioral outcomes, yet we lack quantitative methods for observing these practices at scale. This study develops and validates language-based measures of classroom management—such as responding to student behavior and issuing verbal or material sanctions—using natural language processing (NLP) on 1,652 elementary mathematics… more →
COVID-19-Induced School Closures and Disadvantaged Children’s Post-COVID Academic Growth: A Longitudinal Cohort Study
This study draws on unique, repeated-measures data on a diverse (51% female; 53% Latine, 22% Black, 11% White), low-income cohort of children (N = 680) whose academic skills were assessed before and after COVID-19-induced school closures. Longitudinal models predicted changes in children’s literacy and math trajectories from before school closures (ages 4-6; 2017-2019) to after school… more →
Education Governance and Race: An Analysis of School Board Discourse Using Large Language Models
Despite growing attention to school boards, it is unclear whether they primarily operate as bureaucratic forums, policy-making bodies, or arenas for contentious debate—particularly on issues of race. Recent controversies suggest increasing public engagement and conflict, but little evidence documents how often questions of race arise in board deliberations. This study analyzes over 40,000… more →
ChatGPT vs. Machine Learning: Assessing the Efficacy and Accuracy of Large Language Models for Automated Essay Scoring
Automated Essay Scoring (AES) is a critical tool in education that aims to enhance the efficiency and objectivity of educational assessments. Recent advancements in Large Language Models (LLMs), such as ChatGPT, have sparked interest in their potential for AES. However, comprehensive comparisons of LLM-based methods with traditional machine learning (ML) methods across different assessment… more →
Policy and Practice Series
The EdWorkingPapers Policy & Practice Series is designed to bridge the gap between academic research and real-world decision-making. Each installment summarizes a newly released EdWorkingPaper and highlights the most actionable insights for policymakers and education leaders.
Webinar Series
The Bigger Picture: Key Trends in America’s Changing Education Landscape
When: Thursday, November 13 at 3:00pm ET
Where: Zoom (click here to register)
Join us for our next EdWorkingPapers Webinar, where we’ll bring timely, policy-relevant research to life through live conversation. Our fall session on Thursday, November 13 at 3:00pm ET will focus on long-term trends in student enrollment and achievement. Hear directly from the authors as they share insights and discuss implications for research and policy, and come with your questions!
James H. Wyckoff, presenting Puzzling Over Declining Academic Achievement
Abigail Francis, presenting School Enrollment Shifts Five Years After the Pandemic
Joshua Goodman, presenting School Enrollment Shifts Five Years After the Pandemic
Susanna Loeb, EdWorkingPapers Review Board member, facilitating the conversation and Q&A