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Markets (vouchers, choice, for-profits, vendors)
What guidance does research provide school districts about how to improve system performance and increase equity? Despite over 30 years of inquiry on the topic of effective districts, existing frameworks are relatively narrow in terms of disciplinary focus (primarily educational leadership perspectives) and research design (primarily qualitative case studies). To bridge this gap, we first review the theoretical literatures on how districts are thought to affect student outcomes, arguing that an expanded set of disciplinary perspectives—organizational behavior, political science, and economics—have distinct theories about why districts matter. Next, we conduct a systematic review of quantitative studies that estimate the relationship between district-level inputs and performance outcomes. This review reveals benefits of district-level policies that cross disciplinary perspectives, including higher teacher salaries and strategic hiring, lower student-teacher ratios, and data use. One implication is that future research on district-level policymaking needs to consider multiple disciplinary perspectives. Our review also reveals the need for significant additional causal evidence and provides a multidisciplinary map of theorized pathways through which districts could influence student outcomes that are ripe for rigorous testing.
This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with this figure climbing to 67 percent in-state. The geographic dispersion of alumni is more than twice as great for highly selective 4-year institutions as for 2-year institutions. However, more than one-quarter of 2-year institutions disperse alumni more diversely than the average public 4-year institution. In one application of these data, we find that the average strength of the labor market to which a college sends its graduates predicts college-specific intergenerational economic mobility. In a second application, we quantify the extent of “brain drain” across areas and illustrate the importance of considering migration patterns of college graduates when estimating the social return on public investment in higher education.
Over the past few decades, the U.S. has received a consistent and increasing influx of immigrants into the nation. Immigration poses challenges relating to diversity, inclusion and cohesion in education systems, including K-12 education. In the context of immigration, the theory of native flight argues that U.S. born populations move away from neighborhoods when an increasing number of immigrants move in. I test the theory of native flight in the context of K-12 school enrollments, by examining the impact of immigrant influx on public, private and public charter school enrollments, differentiating across U.S. born races and ethnicities. To do so, I merge yearly school enrollment measures from the common core of data (CCD) with immigration data from the American Community Survey (ACS) over the years 2005-2019. Using an instrumental variables approach (2SLS) to address potentially endogenous settlement patterns of immigrants into Metropolitan Statistical Areas (MSAs), I find that students of U.S. born race/ethnicities display heterogeneous enrollment responses to immigrant influx. Shares of White students and Black students in public non-charter schools decrease significantly in response to an increase in immigration. At the same time, the shares of Hispanic students and Asian students increase significantly in public non-charter schools. Analogous estimates for native flight into private schools lend further credence to public school estimates. Across private schools, the share of White students increases significantly in response to immigration. The share of Black students decreases across private schools as well, signaling a crowding-out effect. There are two key implications. First, significant White flight from the public-school system still exists over the past decade and a half. Second, while the increasing shares of White students in private schools might compensate for White students leaving the public school system, the shares of Black students are dropping across private and public schools.
New 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 child race/ethnicity. Our current study explores the complex forces that influence this segregation, including the interplay between family choices, seat availability, site-level enrollment priorities, and the PKA algorithm that weighs these and other considerations. We find that a majority of PKA segregation lies within rather than between local communities, suggesting that reducing segregation would not necessarily require families to choose programs far from home. On a more troubling note, areas with increased options and greater racial/ethnic diversity also exhibit the most extreme segregation.
In 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 school. This approach allows us to isolate the effect of charter schools from other neighborhood demographic changes. Our results show small positive effects of charter school expansion on TPS diversity as measured by the entropy score. This change is explained by small increases in the number of White students attending nearby TPSs and larger reductions in the number of Black and Hispanic students in these schools. We also find descriptive evidence that while both neighborhoods and TPSs are slightly more diverse following charter school expansion, schools are changing faster than their surrounding neighborhoods.
Colleges can send signals about their quality by adopting new, more alluring names. We study how this affects college choice and labor market performance of college graduates. Administrative data show name-changing colleges enroll higher-aptitude students, with larger effects for alluring-but-misleading name changes and among students with less information. A large resume audit study suggests a small premium for new college names in most jobs, and a significant penalty in lower-status jobs. We characterize student and employer beliefs using web-scraped text, surveys, and other data. Our study shows signals designed to change beliefs can have real, lasting impacts on market outcomes.
We study the combined effects of charter schools, and their various mechanisms, on a national level and across multiple outcomes. Using difference-in-differences and fixed effects methods, we find that charter entry (above 10 percent market share) increases high school graduation rate in geographic districts by about 2-4 percentage points and increases test scores by 0.06-0.16 standard deviations. Charter effects peak with 5-15 percent charter market share. Also, total effects are comprised not only of participant and competitive effects, but also the charter-induced closure of low-performing traditional public schools. The analysis addresses potential endogeneity of charter school location and timing.
This paper reports the results of a large, school-level randomized controlled trial evaluating a set of three informational interventions for young people choosing high schools in 473 middle schools, serving over 115,000 8th graders. The interventions differed in their level of customization to the student and their mode of delivery (paper or online); all treated schools received identical materials to scaffold the decision-making process. Every intervention reduced likelihood of application to and enrollment in schools with graduation rates below the city median (75 percent). An important channel is their effect on reducing nonoptimal first choice application strategies. Providing a simplified, middle-school specific list of relatively high graduation rate schools had the largest impacts, causing students to enroll in high schools with 1.5-percentage point higher graduation rates. Providing the same information online, however, did not alter students’ choices or enrollment. This appears to be due to low utilization. Online interventions with individual customization, including a recommendation tool and search engine, induced students to enroll in high schools with 1-percentage point higher graduation rates, but with more variance in impact. Together, these results show that successful informational interventions must generate engagement with the material, and this is possible through multiple channels.
In the competitive U.S. higher education market, institutions differentiate themselves to attract both students and tuition dollars. One understudied example of this differentiation is the increasing trend of "colleges" becoming "universities" by changing their names. Leveraging variation in the timing of such conversions in an event study framework, I show that becoming a university increases enrollments at both the undergraduate and graduate levels, which leads to an increase in degree production and total revenues. I further find that these effects are largest when institutions are the first in their market to convert to a university and can lead to negative spillover effects on non-converting colleges.
We present results from a meta-analysis of 37 experimental and quasi-experimental studies of summer programs in mathematics for children in Grades pre-K-12, examining what resources and characteristics predict stronger student achievement. Children who participated in summer programs that included mathematics activities experienced significantly better mathematics achievement outcomes, compared to their control group counterparts. We find an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes. We find similar effects for programs conducted in higher- and lower-poverty settings. We undertook a secondary analysis exploring the effect of summer programs on non-cognitive outcomes and found positive mean impacts. The results indicate that summer programs are a promising tool to strengthen children’s mathematical proficiency outside of school time.