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The Post-9/11 GI Bill allows service members to transfer generous education benefits to a dependent. We run a large-scale experiment to test whether active choice framing impacts US Army service members’ decision to transfer benefits. Individuals who received email messages framing GI Bill use as an active choice between own use and transfer to a family member are more likely to pursue information about the benefit than individuals receiving outreach that does not frame the decision as an active choice. While we find no overall effect of framing on transfer, active choice increases transfer among service members with graduate degrees.
Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students’ subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in 11th rather than 12th grade. We see limited evidence of improvements in early math performance during college.
We document patterns and trends in school segregation by racial/ethnic group and by family income in North Carolina between 1998 and 2016, a period of rapid immigration, decline in federal oversight, and growth of charter schools. Accounting for students in both public and private schools, we find that segregation generally increased over the period, with the increase concentrated in urban areas. In addition, low-income students became more segregated from other students during the period. We measure and decompose segregation in metropolitan areas, finding that more than half can be attributed to racial disparities inside school districts, but in some counties private schools, charter schools, or multiple districts played a deciding role. We also find that segregation between white and Hispanic students increased sharply. We note several policy levers available at the local and state level.
A research synthesis points to the added-value—benefits to social and emotional development, as well as learning outcomes—for students of color taught by teachers of color. Given ongoing education debates, policymakers can use this evidence base to craft legislation aimed at increasing the ethnoracial diversity of the U.S. educator workforce. To begin, historical research shows how Latinx and Black teachers have supported their Latinx and Black students’ social and emotional development during state-sanctioned school segregation. Contemporary qualitative and quantitative research highlights how teachers of color improve social and emotional development, as well as learning, for their students of color. Implications for the reauthorization of the Higher Education Act are discussed.
Prior research has shown that EL classification is consequential for students, however, less is known about how EL classification impacts students’ outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using nationally-representative data (ECLS-K:2011), we use coarsened exact matching to estimate the effect of EL status on teachers’ perceptions of students’ skills in language arts, math, science, and social studies in kindergarten through second grade. We further explore whether that impact is moderated by instructional setting (bilingual versus English immersion). We find evidence that EL classification results in lower teacher perceptions across content areas and grade levels. This impact is, however, moderated by bilingual environments. This study adds to research on teacher perceptions and the effects of EL classification.
Student loan borrowing for higher education has emerged as a top policy concern. Policy makers at the institutional, state, and federal levels have pursued a variety of strategies to inform students about loan origination processes and how much a student has cumulatively borrowed, and to provide students with greater access to loan counseling. We conducted an experiment to evaluate the impact of an outreach campaign that prompted loan applicants at a large community college to make informed and active borrowing decisions and that offered them access to remote, one-onone assistance from a loan counselor. The intervention led students to reduce their unsubsidized loan borrowing by 7 percent, resulted in worse academic performance, and increased the likelihood of loan default during the three years after the intervention occurred. Our results suggest policy makers and higher education leaders should carefully examine the potential unintended consequences of efforts to reduce student borrowing, particularly in light of growing evidence regarding the counter-intuitive positive relationship between reduced borrowing levels and worse student academic and financial outcomes.
In this paper we estimate the impacts of the “pathways” chosen by community college students—in terms of desired credentials and fields of study, as well as other choices and outcomes along the paths—on the attainment of credentials with labor market value. We focus on the extent to which there are recorded changes in students’ choices over time, whether students make choices informed by their chances of success and by labor market value of credentials, and the impacts of choices on outcomes. We find that several characteristics of chosen pathways, such as field of study and desired credential as well as early “momentum,” affect outcomes. Student choices of pathways are not always driven by information about later chances of success, in terms of probabilities of completing programs and attaining strong earnings. Students also change pathways quite frequently, making it harder to accumulate the credits needed in their fields. Attainment of credentials with greater market value could thus likely be improved by appropriate guidance and supports for students along the way, and perhaps by broader institutional changes as well.
Research has begun to investigate whether teachers and schools are as effective with certain student subgroups as they are with the overall student population. Most of this research has examined the issue by trying to produce causal estimates of school contributions to short-term student growth (usually using value-added models) and has emphasized rank orderings of schools by subgroup. However, not much is known about whether schools contributing to long-term growth for all students are also contributing to student growth by subgroup in ways that might close achievement gaps. In this study, schools’ contributions to student growth are estimated separately for Black versus White students. Results show that focusing on rank orderings of schools alone can mask troubling trends in relative achievement over time. Options for how policymakers can sensibly hold schools accountable for student growth, including under The Every Student Succeeds Act, are discussed.
Recent substantial increases in high school graduation rates have been linked anecdotally to the expansion of online course-taking for credit recovery. Online course-taking that supports high school completion could open new opportunities for postsecondary education pursuits. Alternatively, poorer quality online instruction could diminish student engagement and learning and discourage persistence toward graduation and further education. Using fixed-effect models and inverse probability weighting with regression adjustment with data from an eight-year longitudinal study of online course-taking in high schools, we find positive associations between online course-taking in high school and credits earned, high school graduation, and college enrollment. Our results leave open the question of whether online course-taking supports learning that will lead to longer-term postsecondary education and labor market success.
The field is generally aware of the summer learning loss (SLL) phenomenon. However key characteristics of SLL are not broadly established. What proportion of students’ school-year gains are lost in the subsequent summer? Is the magnitude of SLL generally similar across students or across grades? We describe the role summers play in the end-of-schooling achievement disparities using a unique dataset that spans eight grades, 200 million test scores, 18 million students, 50 states, and school-years 2008-2016. On average, 19% of students’ pathways from their 1st to 8th grade test-score occur during summers. We show that—even if all inequality in school-year learning rates could be eliminated, students would still end school with very different achievement due to SLL alone.