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Multiple outcomes of education
This paper estimates the relationship between students’ psychosocial and academic outcomes during their first three years enrolled at public, four-year institutions. Our sample is comprised of students from low-income backgrounds who applied for a competitive scholarship and enrolled at a four-year public institution. We follow two cohorts of entering students throughout their first three years on campus. We observe their cumulative GPA and persistence decisions each semester, and have annual measures of four psychosocial outcomes: mattering to campus, sense of belonging to campus, academic self-efficacy, and social self-efficacy. We find that psychosocial outcomes are moderately predictive of academic outcomes, with sense of belonging and academic self-efficacy emerging as most predictive of both cumulative GPA and persistence.
We examine the impact of the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program serving students with a variety of majors, on students’ science, technology, engineering, and math (STEM)-related outcomes. We use an explanatory mixed-methods design, which prioritizes the quantitative analyses and uses qualitative analyses to contextualize and explain our quantitative findings. Overall, participating in TSLC does not make students more likely to declare a STEM major, although we do find a positive effect for students of color. TSLC students earn higher overall GPAs than their scholarship-only peers, and TSLC students majoring in STEM outperform scholarship-only STEM majors in STEM courses. Qualitative analyses suggest these results stem from the student-centered and proactive support the program provides students. Our results suggest that a disciplinarily-agnostic program can support student success in STEM, and may increase equitable representation in STEM fields.
Evidence on educational returns and the factors that determine the demand for schooling in developing countries is extremely scarce. We use two surveys from Tanzania to estimate both the actual and perceived schooling returns and subsequently examine what factors drive individual misperceptions regarding actual returns. Using ordinary least squares and instrumental variable methods, we find that each additional year of schooling in Tanzania increases earnings, on average, by 9 to 11 percent. We find that on average, individuals underestimate returns to schooling by 74 to 79 percent, and three factors are associated with these misperceptions: income, asset poverty, and educational attainment. Shedding light on what factors relate to individual beliefs about educational returns can inform policy on how to structure effective interventions to correct individuals' misperceptions.
This paper presents results of a multi-visit, longitudinal experiment on the academic and social-emotional effects of arts-based field trips. We randomly assign fourth and fifth grade students to receive arts-based field trips throughout the school year or to serve as a control. Treatment students express greater tolerance for people with different opinions and a desire to consume arts. Additionally, treatment students have fewer behavioral infractions, attend school more frequently, score higher on their end-of-grade exams, and receive higher course grades. Effects are strongest when students enter middle school. We find no effect on students’ desire to participate in the arts, empathy, or social perspective taking.
Growing reliance on student loans and repayment difficulties have raised concerns of a student debt crisis in the United States. However, little is known about the effects of student borrowing on human capital and long-run financial well-being. We use variation induced by recent expansions in federal loan limits, together with administrative schooling, earnings, and credit records, to identify the effects of increased student borrowing on credit-constrained students’ educational attainment, earnings, debt, and loan repayment. Increased student loan availability raises student debt and improves degree completion, later-life earnings, and student loan repayment while having no effect on homeownership or other types of debt.
A growing body of evidence suggests that vocationally focused programs of study substantially improve high-school completion and longer-run economic success. However, the corresponding recommendations to expand vocational programs may have unintended, negative consequences for low-income, academically successful students (i.e., the “missing one offs”) who have the capacity and motivation to attend highly selective universities. This study contributes to our understanding of these issues by examining an innovative, college-preparatory program targeted to academically successful Chilean students attending vocational high schools serving lower-income communities. This program (Escuela Desarrollo de Talentos or EDT) provides academic and social-emotional supports aligned with admission to selective universities. We examine the educational effects of EDT participation using a fuzzy regression-discontinuity design based on its eligibility rules. We find that the EDT program did not increase the probability of graduating from high school but did increase performance in math courses. We also find corresponding evidence suggesting that EDT participation increased math performance on college entrance exams and shifted students away from further postsecondary vocational training and towards matriculation at elite universities.
The COVID-19 pandemic has put virtual schooling at the forefront of policy concerns, as millions of children worldwide shift to virtual schooling with hopes of “slowing the spread”. Given the emergency shift to online education coupled with the large increase in demand for virtual education over the last decade it is imperative to explore the impacts of virtual education on student outcomes. This paper estimates the causal effect of full-time virtual school attendance on student outcomes with important implications for school choice, online education, and education policy. Despite the increasing demand for K-12 virtual schools over the past decade little is known about the impact of full-time virtual schools on students’ cognitive and behavioral outcomes. The existing evidence on the impact of online education on students’ outcomes is mixed. I use a longitudinal data set composed of individual-level information on all public-school students and teachers throughout Georgia from 2007 to 2016 to investigate how attending virtual schools influences student outcomes. I implement a variety of econometric specifications to account for the issue of potential self-selection into full-time virtual schools. I find that attending a virtual school leads to a reduction of 0.1 to 0.4 standard deviations in English Language Arts, Mathematics, Science, and Social Studies achievement test scores for students in elementary and middle school. I also find that ever attending a virtual school is associated with a 10-percentage point reduction in the probability of ever graduating from high school. This is early evidence that full-time virtual schools as a type of school choice could be harmful to students’ learning and future economic opportunities, as well as a sub-optimal use of taxpayer money.
Valid and reliable measurements of teaching quality facilitate school-level decision-making and policies pertaining to teachers, but conventional classroom observations are costly, prone to rater bias, and hard to implement at scale. Using nearly 1,000 word-to-word transcriptions of 4th- and 5th-grade English language arts classes, we apply novel text-as-data methods to develop automated, objective measures of teaching to complement classroom observations. This approach is free of rater bias and enables the detection of three instructional factors that are well aligned with commonly used observation protocols: classroom management, interactive instruction, and teacher-centered instruction. The teacher-centered instruction factor is a consistent negative predictor of value-added scores, even after controlling for teachers’ average classroom observation scores. The interactive instruction factor predicts positive value-added scores.
We provide the first estimated economic impacts of students’ access to an entire sector of public higher education in the U.S. Approximately half of Georgia high school graduates who enroll in college do so in the state’s public four-year sector, which requires minimum SAT scores for admission. Regression discontinuity estimates show enrollment in public four-year institutions boosts students’ household income around age 30 by 20 percent, and has even larger impacts for those from low income high schools. Access to this sector has little clear impact on student loan balances or other measures of financial health. For the marginal student, enrollment in such institutions has large private returns even in the short run and positive returns to state budgets in the long run.
Researchers commonly interpret effect sizes by applying benchmarks proposed by Cohen over a half century ago. However, effects that are small by Cohen’s standards are large relative to the impacts of most field-based interventions. These benchmarks also fail to consider important differences in study features, program costs, and scalability. In this paper, I present five broad guidelines for interpreting effect sizes that are applicable across the social sciences. I then propose a more structured schema with new empirical benchmarks for interpreting a specific class of studies: causal research on education interventions with standardized achievement outcomes. Together, these tools provide a practical approach for incorporating study features, cost, and scalability into the process of interpreting the policy importance of effect sizes.