Stanford University
Priceless Benefits: Effects of School Spending on Child Mortality
The academic and economic benefits of school spending are well-established, but focusing on these outcomes may underestimate the full social benefits of school spending. Recent increases in U.S. child mortality are driven by injuries and raise questions about what types of social investments… more →
Loss of Schooling from Tropical Cyclones: Evidence from 13 Low- and Middle-income Countries
Increasing educational attainment is one of the most important and effective tools for health and economic improvements. The extent to which extreme climate events disrupt education, resulting in fewer years of schooling and reduced educational attainment, remains under-studied. Children in low-… more →
Scaling High-impact tutoring: School Level Perspectives on Implementation Challenges and Strategies
High-impact tutoring has emerged as a primary school district investment for addressing learning loss that occurred during the COVID-19 pandemic. While existing research shows that high-impact tutoring is effective for accelerating student learning, this study examined the school-level… more →
Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration
We examine the fundamental and complex role that time plays in the learning process. We begin by developing a conceptual framework to elucidate the multiple obstacles schools face in converting total time in school into active learning time. We then synthesize the causal research and document a… more →
An Investigation of Head Start Preschool Children’s Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic
The COVID-19 pandemic’s impact on preschool children’s school readiness skills remains understudied. This research investigates Head Start preschool children’s early numeracy, literacy, and executive function outcomes during a pandemic-affected school year.
Disentangling Person-Dependent and Item-Dependent Causal Effects: Applications of Item Response Theory to the Estimation of Treatment Effect Heterogeneity
Analyzing heterogeneous treatment effects (HTE) plays a crucial role in understanding the impacts of educational interventions.
Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform
Providing ample opportunities for students to express their thinking is pivotal to their learning of mathematical concepts. We introduce the Talk Meter, which provides in-the-moment automated feedback on student-teacher talk ratios. We conduct a randomized controlled trial on a virtual math… more →
Access to Ethnic Studies in California Public Schools
We examine access to high school Ethnic Studies in California, a new graduation requirement beginning in 2029-30. Data from the California Department of Education and the University of California Office of the President indicate that roughly 50 percent of public high school students in 2020-21… more →
Noncognitive Factors and Student Long-Run Success: Comparing the Predictive Validity of Observable Academic Behaviors and Social-Emotional Skills
Noncognitive constructs such as self-e cacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource… more →
Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests
Decisions to invest in human capital depend on people’s time preferences. We show that differences in patience are closely related to substantial subnational differences in educational achievement, leading to new perspectives on longstanding within-country disparities. We use social-media data –… more →
A Systematic Review of Research on Tutoring Implementation: Considerations when Undertaking Complex Instructional Supports for Students
Tutoring has emerged as an especially promising strategy for supporting students academically. This study synthesizes 33 articles on the implementation of tutoring, defined as one-to-one or small-group instruction in which a human tutor supports students grades K-12 in an academic subject, to… more →
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial In a Large-Scale Online Course
Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource-intensive in most educational contexts. We develop M-Powering Teachers, an automated tool based on natural language processing to give teachers feedback on their… more →
Incidence and Outcomes of School Finance Litigation: 1968-2021
School finance court cases have proceeded one or more times in all but two states. Plaintiffs ask the courts to rule that the existing funding formula is unconstitutional under state constitutions, and the defendants call for continuation of the existing finance formula. By compiling and… more →
Are Connections the Way to Get Ahead? Social Capital, Student Achievement, Friendships, and Social Mobility
Chetty et al. (2022) say county density of cross-class friendships (referred to here as “adult-bridging capital”) has causal impacts on social mobility within the United States. We instead find that social mobility rates are a function of county density of family capital (higher marriage rates… more →
Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools
Efforts to attract and retain effective educators in high poverty public schools have had limited success. Dallas ISD addressed this challenge by using information produced by its evaluation and compensation reforms as the basis for effectiveness-adjusted payments that provided large… more →
M-Powering Teachers: Natural Language Processing Powered Feedback Improves 1:1 Instruction and Student Outcomes
Although learners are being connected 1:1 with instructors at an increasing scale, most of these instructors do not receive effective, consistent feedback to help them improved. We deployed M-Powering Teachers, an automated tool based on natural language processing to give instructors feedback… more →
The Effects of Comprehensive Educator Evaluation and Pay Reform on Achievement
A fundamental question for education policy is whether outcomes-based accountability including comprehensive educator evaluations and a closer relationship between effectiveness and compensation improves the quality of instruction and raises achievement. We use synthetic control methods to study… more →
Heterogeneity of item-treatment interactions masks complexity and generalizability in randomized controlled trials
Researchers use test outcomes to evaluate the effectiveness of education interventions across numerous randomized controlled trials (RCTs). Aggregate test data—for example, simple measures like the sum of correct responses—are compared across treatment and control groups to determine whether an… more →
Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform
A controversial, equity-focused mathematics reform in the San Francisco Unified School District (SFUSD) featured delaying Algebra I until ninth grade for all students. This descriptive study examines student-level longitudinal data on mathematics course-taking across successive cohorts of SFUSD… more →
What We Can Learn About Latin American Educational Systems from International Tests: A Brief Foray
The Revista del Centro de Estudios Educativos, numero 3, 1971 included an early Carnoy article on the economics of education: “Un enfoque de sistemas para evaluar la educación, ilustrado con datos de Puerto Rico.” The article used a unique data set that had student test scores, students’ family… more →