K-12 Education
Distribution of Education Savings Accounts Usage Among Families: Evidence from the Florida Gardiner Program
Education savings accounts (ESAs) are education funding mechanisms that allow for families to receive a deposit of public funds to a government-authorized savings account. Using student-level longitudinal data, this paper examines how families participating in the Florida Gardiner Scholarship… more →
Measuring Conversational Uptake: A Case Study on Student-Teacher Interactions
In conversation, uptake happens when a speaker builds on the contribution of their interlocutor by, for example, acknowledging, repeating or reformulating what they have said. In education, teachers' uptake of student contributions has been linked to higher student achievement. Yet measuring and… more →
Characterizing Cross-Site Variation in Local Average Treatment Effects in Multisite Regression Discontinuity Design Contexts with an Application to Massachusetts High School Exit Exam
In multisite experiments, we can quantify treatment effect variation with the cross-site treatment effect variance. However, there is no standard method for estimating cross-site treatment effect variance in multisite regression discontinuity designs (RDD). This research rectifies this gap in… more →
Teacher Policy and Racial/Ethnic Gaps in Access to Advanced Coursework: Evidence from Across the United States
Advanced course-taking in high school sends an important signal to college admissions officers, helps reduce the cost and time to complete a post-secondary degree, and increases educational attainment and future earnings. However, Black and Hispanic students in the U.S. are underrepresented in… more →
Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students
Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore,… more →
Can Adolescents Acquire Cultural Capital Through Social Capital Access and Exposure? Longitudinal Experimental Evidence of the Impact of Ties to College-Educated Adults
Scholarly debate focuses on whether cultural capital reproduces existing inequalities or provides a path to upward mobility. Most research, however, focuses only on cross-sectional associations and is unclear about how disadvantaged adolescents can increase their amounts of cultural capital.… more →
The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects
From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate spillovers of the CCSS on student achievement in… more →
Effects of Four-Day School Weeks on Older Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School
Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district level panel data… more →
Free and reduced-price meal eligibility does not measure student poverty: Evidence and policy significance
Free and reduced-price meal (FRM) enrollment is commonly used in education research and policy applications as an indicator of student poverty. However, using multiple data sources external to the school system, we show that FRM status is a poor proxy for poverty, with enrollment rates far… more →
Using Implementation Fidelity to Aid in Interpreting Program Impacts: A Brief Review
Poor program implementation constitutes one explanation for null results in trials of educational interventions. For this reason, researchers often collect data about implementation fidelity when conducting such trials. In this article, we document whether and how researchers report and measure… more →
A Promise Unfulfilled? How Modern Federal Civil Rights Enforcement is Used to Address Racial Discrimination in School Discipline
Using newly available data on all civil rights complaints submitted to the U.S. Department of Education’s Office for Civil Rights related to racial discrimination in discipline between 1999 and 2018, I provide the first systematic evidence on how modern federal civil rights enforcement is used… more →
New Schools and New Classmates: The Disruption and Peer Group Effects of School Reassignment
Policy makers periodically consider using student assignment policies to improve educational outcomes by altering the socio-economic and academic skill composition of schools. We exploit the quasi-random reassignment of students across schools in the Wake County Public School System to estimate… more →
Evaluating Education Governance: Does State Takeover of School Districts Affect Student Achievement?
Local school boards have primary authority for running educational systems in the U.S. but little is known empirically about the merits of this arrangement. State takeovers of struggling districts represent a rare alternative form of educational governance and have become an increasingly common… more →
The Kids on the Bus: The Academic Consequences of Diversity-Driven School Reassignments
Many public school diversity efforts rely on reassigning students from one school to another. While opponents of such efforts articulate concerns about the consequences of reassignments for students’ educational experiences, little evidence exists regarding these effects, particularly in… more →
Understanding Differential Growth During School Years and Summers for Students in Special Education
Under the Individuals with Disabilities Education Act, schools are required to provide a free and appropriate public education to students with disabilities and show that the students are making academic progress. This study compares within- and across-years academic growth from kindergarten to… more →
The effect of smaller classes on infection-related school absence: Evidence from the Project STAR randomized controlled trial
In an effort to reduce viral transmission, many schools are planning to reduce class size if they have not reduced it already. Yet the effect of class size on transmission is unknown. To determine whether smaller classes reduce school absence, especially when community disease prevalence is high… more →
Impacts of Publicly Funded Health Insurance for Adults on Children’s Academic Achievement
Publicly funded adult health insurance through the Affordable Care Act (ACA) has had positive effects on low-income adults. We examine whether the ACA’s Medicaid expansions influenced child development and family functioning in low-income households. We use a difference-in-differences framework… more →
Operator versus Partner: A Case Study of Blueprint School Network’s Model for School Turnaround
Numerous high-profile efforts have sought to “turn around” low-performing schools. Evidence on the effectiveness of school turnarounds, however, is mixed, and research offers little guidance on which models are more likely to succeed. We present a mixed-methods case study of turnaround efforts… more →
Predictors of Access to Advanced Learning: What Makes for a Successful School?
A wide research base has documented the unequal access to and enrollment in K-12 gifted and talented services and other forms of advanced learning opportunities. This study extends that knowledge base by integrating multiple population-level datasets to better understand correlates of access to… more →
Do students improve their academic achievement when assigned to a growth mindset teacher? Evidence from Census Data in Chile using a Student Fixed Effect Design
Growing evidence shows that a student's growth mindset (the belief that intelligence is malleable) can benefit their academic achievement. However, due to limited information, little is known about how a teachers’ growth mindset affects their students’ academic achievement. In this paper, we… more →