K-12 Education
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 →
A Framework for Motivating Teacher-Student Relationships
Few question the value of teacher-student relationships (TSRs) for educational outcomes. TSRs are positively associated with students’ achievement and engagement, as well as teachers’ well-being. Building and maintaining these crucial classroom relationships, however, is not easy. Drawing on… more →
The Academic Effects of Moving to Middle School on Students with Disabilities Relative to their General Education Peers
Middle school transitions are increasingly required, despite documented negative effects on general education students (GENs). We explore if and how the move to middle school differentially affects students with disabilities (SWDs), a large and low-performing group of students. Using an… more →
The inequity of opt-in educational resources and an intervention to increase equitable access
Billions of dollars are invested in opt-in, educational resources to accelerate students’ learning. Although advertised to support struggling, marginalized students, there is no guarantee these students will opt in. We report results from a school system’s implementation of on-demand tutoring.… 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 →
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 →
Does High School Size Affect Rates of Risky Health Behaviors and Poor Mental Health Among Low-Income Teenagers? Evidence from New York City
There is increasing concern about risky behaviors and poor mental health among school-aged youth. A critical factor in youth well-being is school attendance. This study evaluates how school organization and structure affect health outcomes by examining the impacts of a popular urban high school… more →
They Only Hate the Term: Explaining Opposition to History Curriculum Policy and Critical Race Theory
The George Floyd Protests of the Summer of 2020 initiated public conversations around the need for antiracist teaching. Yet, over time the discussion evolved into policy debates around the use of Critical Race Theory in civics courses. The rapid transition masked the fact that we know little… more →
Can a Commercial Screening Tool Help Select Better Teachers?
Improving teacher selection is an important strategy for strengthening the quality of the teacher workforce. As districts adopt commercial teacher screening tools, evidence is needed to understand these tools’ predictive validity. We examine the relationship between Frontline Education’s… more →
The COVID-19 Impact on Reading Achievement Growth of Grade 3-5 Students in a U.S. Urban School District: Variation across Student Characteristics and Instructional Modalities
The current study aimed to explore the COVID-19 impact on the reading achievement growth of Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students’ demographic characteristics and instructional modality. Specifically, using administrative data… more →
Increasing High School Students' Preparation and Interest in STEM Fields: Does a Graduation Requirement Make a Difference?
Preparing K-12 students for careers in science, technology, engineering and mathematics (STEM) fields is an ongoing challenge confronting state policymakers. We examine the implementation of a science graduation testing requirement for high-school students in Massachusetts, beginning with the… more →
Making the Grade: The Effect of Teacher Grading Standards on Student Outcomes
Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are relatively… more →
Blurred Boundaries: A Day in the Life of a Teacher
The burnout, stress, and work-life balance challenges faced by teachers have received renewed interest due to the myriad disruptions and changes to K-12 schooling brought about by the COVID-19 pandemic. However, even prior to the pandemic relatively little was known about teachers’ time use… more →
Evolution vs. Creationism in the Classroom: The Lasting Effects of Science Education
Anti-scientific attitudes can impose substantial costs on societies. Can schools be an important agent in mitigating the propagation of such attitudes? This paper investigates the effect of the content of science education on anti-scientific attitudes, knowledge, and choices. The analysis… more →
At What Cost?: Is Technical Education Worth the Investment?
Career and technical education (CTE) has existed in the United States for over a century, and only in recent years have there been opportunities to assess the causal impact of participating in these programs while in high school. To date, no work has assessed whether the relative costs of these… more →
The politics of progressivity: Court-ordered reforms, racial difference, and school finance fairness
This paper contributes to our understanding of American education politics by exploring when and why states redistribute K-12 education dollars to poorer schools. It does so by examining three explanations for intra-state changes in progressivity: court-ordered finance reforms, political trends… more →
Patterns, Determinants, and Consequences of Ability Tracking: Evidence from Texas Public Schools
Schools often track students to classes based on ability. Proponents of tracking argue it is a low-cost tool to improve learning since instruction is more effective when students are more homogeneous, while opponents argue it exacerbates initial differences in opportunities without strong… more →
You Are Who You Eat With: Academic Peer Effects from School Lunch Lines
Using daily lunch transaction data from NYC public schools, I determine which students frequently stand next to one another in the lunch line. I use this `revealed' friendship network to estimate academic peer effects in elementary school classrooms, improving on previous work by defining not… more →
Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design
Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and… more →
Cream Skimming and Pushout of Students Participating in a Statewide Private School Voucher Program
A pervasive issue in the school choice literature is whether schools of choice cream-skim students by enrolling high-achieving, less challenging, or less costly students. Similarly, schools of choice may “pushout” low-achieving, more challenging, or more costly students. Using longitudinal… more →