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NaYoung Hwang

NaYoung Hwang.

This study examines the impact of special education on academic and behavioral outcomes for students with learning disabilities (LD) by using statewide Indiana data covering kindergarten through eighth grade. The results from student fixed effects models show that special education services improve achievement in math and English Language Arts, but they also increase suspensions and absences for students with LD. These effects vary across student subgroups, including gender, race/ethnicity, eligibility for free or reduced-price lunch, and English language learner status. The findings reveal both the significant benefits and unintended consequences of special education services for students with LD, highlighting the complex dynamics and varying effects of special education.

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NaYoung Hwang, Cory Koedel.

We evaluate the effects of grade retention on students’ academic, attendance, and disciplinary outcomes in Indiana. Using a regression discontinuity design, we show that third grade retention increases achievement in English Language Arts (ELA) and math immediately and substantially, and the effects persist into middle school. We find no evidence of grade retention effects on student attendance or disciplinary incidents, again into middle school. Our findings combine to show that Indiana’s third grade retention policy improves achievement for retained students without adverse impacts along (measured) non-academic dimensions.

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NaYoung Hwang, Brian Kisida.

Although the majority of elementary school teachers are in self-contained classrooms and teach all major subjects, a growing number of teachers specialize in teaching fewer subjects to higher numbers of students. We use administrative data from Indiana to estimate the effect of teacher specialization on teacher and school effectiveness in elementary schools. We find that teacher specialization leads to lower teaching effectiveness in math and reading, and the negative effects are larger when teaching students who are more likely to experience difficulties in school. Moreover, we find no evidence that increasing the proportion of teacher specialists at the school level generates improvements in indicators of school quality.

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Thurston Domina, Andrew McEachin, Paul Hanselman, Priyanka Agarwal, NaYoung Hwang, Ryan Lewis.

Schools utilize an array of strategies to match curricula and instruction to students’ heterogeneous skills. While generations of scholars have debated “tracking” and its consequences, the literature fails to account for diversity of school-level sorting practices. In this paper we draw upon the work of Sørenson (1970) to articulate and develop empirical measures of five distinct dimensions of school cross-classroom tracking systems: (1) the degree of course differentiation, (2) the extent to which sorting practices generate skills-homogeneous classrooms, (3) the rate at which students enroll in advanced courses, (4) the extent to which students move between tracks over time, and (5) the relation between track assignments across subject areas. Analyses of longitudinal administrative data following 24,000 8th graders enrolled in 23 middle schools through the 10th grade indicate that these dimensions of tracking are empirically separable and have divergent effects on student achievement and the production of inequality.

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