Search EdWorkingPapers by author, title, or keywords.
Education outside of school (after school, summer…)
Books shape how children learn about society and norms, in part through representation of different characters. We introduce new artificial intelligence methods for systematically converting images into data and apply them, along with text analysis methods, to measure the representation of skin color, race, gender, and age in award-winning children’s books widely read in homes, classrooms, and libraries over the last century. We find that more characters with darker skin color appear over time, but the most influential books persistently depict characters with lighter skin color, on average, than other books, even after conditioning on race; we also find that children are depicted with lighter skin than adults on average. Relative to their growing share of the U.S. population, Black and Latinx people are underrepresented in these same books, while White males are overrepresented. Over time, females are increasingly present but appear less often in text than in images, suggesting greater symbolic inclusion in pictures than substantive inclusion in stories. We then present analysis of the supply of, and demand for, books with different levels of representation to better understand the economic behavior that may contribute to these patterns. On the demand side, we show that people consume books that center their own identities. On the supply side, we document higher prices for books that center non-dominant social identities and fewer copies of these books in libraries that serve predominantly White communities. Lastly, we show that the types of children's books purchased in a neighborhood are related to local political beliefs.
We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered by qualified math teachers in groups of two students during after-school hours. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.48 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school.
This study synthesizes existing research on the implementation of tutoring programs which we define as one-to-one or small-group instruction in which a human tutor supports students grades K-12 in an academic subject area. Tutoring has emerged as an especially promising strategy for supporting students’ academic success with strong causal evidence finding large, positive effects on students' math and reading test scores across grade levels. Prior studies have reviewed this causal evidence of effects, but none have summarized the evidence on implementation. We iteratively developed search and selection criteria to identify studies addressing key research questions and synthesized these 40 studies which employ a range of research methodologies to describe how tutoring is implemented and experienced. We find that existing research provides rich descriptions of tutoring implementation within specific programs of focus, with most studies describing after-school tutoring and small-scale programs run by university professors. While few elements of implementation are studied in depth across multiple studies, common patterns emerge. Tutoring program launch is often facilitated by strategic relationships between schools and external tutoring providers and strengthened by transparent assessments of program quality and effectiveness. Successful tutoring implementation often hinges on the support of key school leaders with the power to direct the use of school funding, space, and time. Tutoring setting and schedule, tutor recruitment and training, and curriculum identification influence whether students are able to access tutoring services and the quality of the instruction provided. Ultimately, the evidence points to strong tutoring being driven by positive student-tutor relationships through which tutors provide instruction strategically targeted for students’ strengths and needs driving towards a long-term academic goal.
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.
The federal government and many individual organizations have invested in programs to support diversity in the STEM pipeline, including STEM summer programs for high school students, but there is little rigorous evidence of their efficacy. We fielded a randomized controlled trial to study a suite of such programs targeted to underrepresented high school students at an elite, technical institution. The STEM summer programs differ in their length (one week, six weeks, or six months) and modality (on-site or online). Students offered seats in the STEM summer programs are more likely to enroll in, persist through, and graduate from college, with gains in institutional quality coming from both the host institution and other elite universities. The programs also increase the likelihood that students graduate with a degree in a STEM field, with the most intensive program increasing four-year graduation with a STEM degree attainment by 33 percent. The shift to STEM degrees increases potential earnings by 2 to 6 percent. Program-induced gains in college quality fully account for the gains in graduation, but gains in STEM degree attainment are larger than predicted based on institutional differences.
The primary goal of job training programs is to improve employment and earning outcomes of participants. However, effective job training programs may have potential secondary benefits, including in the form of reduced arrests. In this paper, we evaluate the impact of a job training program in New Orleans that was implemented using a randomized controlled trial design. We find that among those who had a prior criminal record, those assigned to the treatment group were two-fifths as likely to get arrested as those assigned to the control group at any time point after randomization. We explore several potential mechanisms for why this effect occurs and find suggestive evidence that the training program’s impact on wages, as well as peer effects from other trainees, can partially explain this effect.
Scholarly debate focuses on whether cultural capital reproduces existing inequalities or provides a path to upward mobility. Most research, however, focuses only on cross-sectional associations and is unclear about how disadvantaged adolescents can increase their amounts of cultural capital. Traditionally, most adolescents’ interactions with adults occur across two axes of socialization: families and schools. Families provide opportunities to increase cultural capital
while schools value and reward cultural capital. Thus, if adolescents do not obtain cultural capital through their families, they may be at a significant disadvantage when navigating the education system. We hypothesize that adolescents may be able to increase cultural capital through valuable social capital access and exposure – their ties to and meeting frequency with other important adults with knowledge of the education system. We investigate this topic using
experimental longitudinal data on mentoring relationships. We find that high levels of social capital access and exposure positively affect cultural capital, but only for adolescents with highly educated parents. Our findings suggest that cultural capital may not be an engine of social mobility if adolescents from low-SES households cannot acquire or increase their cultural capital.
Recent state policy efforts have focused on increasing attainment among adults with some college but no degree (SCND). Yet little is actually known about the SCND population. Using data from the Virginia Community College System (VCCS), we provide the first detailed profile on the academic, employment, and earnings trajectories of the SCND population, and how these compare to VCCS graduates. We show that the share of SCND students who are academically ready to reenroll and would benefit from doing so may be substantially lower than policy makers anticipate. Specifically, we estimate that few SCND students (approximately three percent) could fairly easily re-enroll in fields of study from which they could reasonably expect a sizable earnings premium from completing their degree.
We consider the case in which the number of seats in a program is limited, such as a job training program or a supplemental tutoring program, and explore the implications that peer effects have for which individuals should be assigned to the limited seats. In the frequently-studied case in which all applicants are assigned to a group, the average outcome is not changed by shuffling the group assignments if the peer effect is linear in the average composition of peers. However, when there are fewer seats than applicants, the presence of linear-in-means peer effects can dramatically influence the optimal choice of who gets to participate. We illustrate how peer effects impact optimal seat assignment, both under a general social welfare function and under two commonly used social welfare functions. We next use data from a recent job training RCT to provide evidence of large peer effects in the context of job training for disadvantaged adults. Finally, we combine the two results to show that the program's effectiveness varies greatly depending on whether the assignment choices account for or ignore peer effects.