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Race, ethnicity, and education
The Rise of (E)quality Politics: The Political Development of Higher Education Policy, 1969-1999
Topics: Policy, Politics, and GovernancePublic discussions of racial inclusion and equal opportunity initiatives in the U.S. are often met with claims that expanding access to an institution, space, or public good is likely to diminish its quality. Examples of this pattern include: anticipated (and real) property value declines when… more →
The Power of “Free” College: Reducing Racial and Socioeconomic Inequalities in College Expectations
Promoting equality in college enrollment and completion must start early in students’ college-going journeys, including with their expectations to first earn a college degree. With a nationally representative sample of high school students, I evaluate the ability of a recent collection of… more →
Strictly Speaking: Examining Teacher Use of Punishment and Student Outcomes
Topics: Student Well-BeingWhile a growing body of literature has documented the negative impacts of exclusionary punishments, such as suspensions, on academic outcomes, less is known about how teachers vary in disciplinary behaviors and the attendant impacts on students. We use administrative data from North Carolina… more →
Segregating Gotham's Youngest: Racial/Ethnic Sorting and the Choice Architecture of New York City’s Pre-K for All
Topics: School ChoiceNew York City’s Pre-K for All (PKA) is the Nation’s largest universal early childhood initiative, currently serving some 70,000 four-year-olds. Stemming from the program’s choice architecture as well as the City’s stark residential segregation, PKA programs are extremely segregated by… more →
Choice and Change: The Implications of Charter School Expansion for School and Neighborhood Diversity in NYC
Topics: School ChoiceIn this paper we estimate the effect of charter schools on the diversity of nearby traditional public schools (TPSs) and neighborhoods in New York City. We employ a difference-in-differences approach that exploits the differences in the expansion of the charter sector between grades in the same… more →
Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment
Black and Latinx students are under-represented in Advanced Placement (AP) and Dual Enrollment (DE), and implicit bias of educators has been discussed as one potential contributing factor. In this study, I test whether implicit and explicit racial bias are related to AP and DE participation and… more →
How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps Through Agent-Based Modeling
We use publicly available, longitudinal data from Washington state to study the extent to which three interrelated processes—teacher attrition from the state teaching workforce, teacher mobility between teaching positions, and teacher hiring for open positions—contribute to “teacher quality gaps… more →
Leaving to Fit In: School Leadership, Peer Teacher Relationships, and Turnover Among Teachers of Color in New York City
Disparate turnover among teachers of color remains a persistent educational challenge, yet little research explores the link between school leadership, peer teaching staff, and turnover disparities. This study explores whether principal and peer teacher demographics predict teacher turnover in… more →
How to “QuantCrit:” Practices and Questions for Education Data Researchers and Users
Topics: Methods‘QuantCrit’ (Quantitative Critical Race Theory) is a rapidly developing approach that seeks to challenge and improve the use of statistical data in social research by applying the insights of Critical Race Theory. As originally formulated, QuantCrit rests on five principles; 1) the centrality of… more →
Understanding Newcomer English Learner Students’ English Language Development: Comparisons and Predictors
Topics: Student LearningAn important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study asks first, how newcomers’ English proficiency status and growth compare to those of non-newcomer EL students; and… more →
From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment
Strengthening teacher supply is a key policy objective for K–12 public education, but understanding of the early teacher pipeline remains limited. We leverage the universe of applications to a large public university in Texas from 2009–2020 to examine the pipeline into teacher education and… more →
The Long-Run Impacts of Mexican-American School Desegregation
Topics: Policy, Politics, and GovernanceWe present the first quantitative analysis of the impact of ending de jure segregation of Mexican-American school children in the United States by examining the effects of the 1947 Mendez v. Westminster court decision on long-run educational attainment for Hispanics and non-Hispanic whites in… more →
Relaxing Electoral Constraints in Local Education Funding
Topics: Policy, Politics, and GovernanceWe study a California policy that loosened constraints on some local governments by lowering the share of votes required to pass school capital improvement bond referendums. We show that the policy change yielded larger tax proposals that received less support from voters, yet led to a doubling… more →
The Role of Student Beliefs in Dual-Enrollment Courses
Dual-enrollment courses are theorized to promote students' preparedness for college in part by bolstering their beneficial beliefs, such as academic self-efficacy, educational expectations, and sense of college belonging. These beliefs may also shape students' experiences and outcomes in dual-… more →
Typologizing Teacher Practice: How Teachers Integrate Culturally Responsive, Ambitious, and Traditional Teaching Approaches
.Topics: Teacher and Leader DevelopmentAs states and districts expand their goals for equitable mathematics instruction to focus on cultural responsiveness and rigor, it is critical to understand how teachers integrate multiple teaching approaches. Drawing on survey data from a larger study of professional learning, we use mixture… more →
College Major Restrictions and Student Stratification
Underrepresented minority (URM) college students have been steadily earning degrees in relatively less-lucrative fields of study since the mid-1990s. A decomposition reveals that this widening gap is principally explained by rising stratification at public research universities, many of which… more →
Teachers of Color, Culturally Responsive Teaching, and Student Outcomes: Experimental Evidence from the Random Assignment of Teachers to Classes
Topics: Teacher and Leader DevelopmentBlack teachers are critical resources for our children and schools.
The ‘Good’ Schools: Academic Performance Data, School Choice, and Segregation
Topics: School ChoiceWe examine the effects of disseminating academic performance data—either status, growth, or both—on parents’ school choices and their implications for racial, ethnic, and economic segregation. We conduct an online survey experiment featuring a nationally representative sample of parents and… more →
The Effects of Student-Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City
Topics: Student Well-BeingAlthough Black and Latinx students disproportionately face exclusionary school discipline, prior research finds that the likelihood of suspension for Black students decreases when they are taught by greater proportions of Black teachers. Little prior work, however, has examined whether these… more →
Who’s Left Out of Learning? Racial Disparities in Teachers’ Reports of Exclusionary Discipline Strategies Beyond Suspensions and Expulsions
Topics: Student Well-BeingWe documented (1) the use of strategies, beyond suspensions and expulsions, that exclude young students from learning opportunities and (2) how teacher-reported use of these strategies varied according to student racial/ethnic composition. In a sample of 2,053 teachers and 40,771 kindergarten… more →