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Multiple outcomes of education
School bullying is widespread and has substantial social costs. One in five U.S. high school students report being bullied each school year and these students face greater risks of serious mental health challenges that extend into adulthood. As the COVID-19 pandemic forced most students into online education, many have worried that cyberbullying prevalence would grow dramatically. We use data from Google internet searches to examine changing bullying patterns as COVID-19 disrupted in-person schooling. Pre-pandemic historical patterns show that internet searches provide useful information about actual bullying behavior. Real-time data then shows that searches for school bullying and cyberbullying both dropped about 30-40 percent as schools shifted to remote learning in spring 2020. This drop is sustained through the fall and winter of the 2020-21 school year, though the gradual return to in-person instruction partially returns bullying searches to pre-pandemic levels. These results highlight how in-person interaction is an important mechanism underlying not only in-person school bullying, but also cyberbullying. We discuss how this otherwise damaging shock to students and schools provides insight into the mixed impact of the pandemic on student well-being.
Despite interest in the role of school discipline in the creation of racial inequality, previous research has been unable to identify how students who receive suspensions in school differ from unsuspended classmates on key young adult outcomes. We utilize novel data to document the links between high school discipline and important young adult outcomes related to criminal justice contact, social safety net program participation, post-secondary education, and the labor market. We show that the link between school discipline and young adult outcomes tends to be stronger for Black students than for White students, and that inequality in exposure to school discipline accounts for approximately 30 percent of the Black-White disparities in young adult criminal justice outcomes and SNAP receipt.
Online courses provide flexible learning opportunities, but research suggests that students may learn less and persist at lower rates compared to face-to-face settings. However, few research studies have investigated more distal effects of online education. In this study we analyzed six years of institutional data for three cohorts of students in thirteen large majors (N=10,572) at a public research university to examine distal effects of students’ online course participation. Using online course offering as an instrumental variable for online course taking, we find that online course taking of major-required courses leads to higher likelihood of successful four-year graduation and slightly accelerated time-to-degree. These results suggest that offering online course-taking opportunities may help students to more efficiently graduate college.
How do college non-completers list schooling on their resumes? The negative signal of not completing might outweigh the positive signal of attending but not persisting. If so, job-seekers might hide non-completed schooling on their resumes. To test this we match resumes from an online jobs board to administrative educational records. We find that fully one in three job-seekers who attended college but did not earn a degree omit their only post-secondary schooling from their resumes. We further show that these are not casual omissions but are strategic decisions systematically related to schooling characteristics, such as selectivity and years of enrollment. We also find evidence of lying, and show which degrees listed on resumes are most likely untrue. Lastly, we discuss implications. We show not only that this implies a commonly held assumption, that employers perfectly observe schooling, does not hold, but also that we can learn about which college experiences students believe are most valued by employers.
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 the effects of the four-day school week on high school students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide the first estimates of the causal effect of the four-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school. Results indicate that four-day school weeks decrease per-pupil bullying incidents by approximately 31% and per-pupil fighting incidents by approximately 27%, but have no detectable effect on other incident types, ACT scores, or attendance.
Free and reduced-price meal (FRM) eligibility 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 eligibility rates far exceeding what would be expected based on stated income thresholds for program participation. This is true even without accounting for community eligibility for free meals, although community eligibility has exacerbated the problem in recent years. Over the course of showing the limitations of using FRM data to measure poverty, we provide promising validity evidence for a new, publicly-available measure of school poverty based on local-area family incomes.
Empirical evidence demonstrates that 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 that exploits cross-state policy variation, and focus on children in low-income families from a nationally representative, longitudinal sample followed from kindergarten to fifth grade. The ACA Medicaid expansions improved children’s reading test scores by approximately 2 percent (0.04 SD). Potential mechanisms for these effects within families are more time spent reading at home, less parental help with homework, and eating dinner together. We find no effects for children’s math test scores or socioemotional skills.
After increasing in the 1970s and 1980s, time to bachelor’s degree has declined since the 1990s. We document this fact using data from three nationally representative surveys. We show that this pattern is occurring across school types and for all student types. Using administrative student records from 11 large universities, we confirm the finding and show that it is robust to alternative sample definitions. We discuss what might explain the decline in time to bachelor’s degree by considering trends in student preparation, state funding, student enrollment, study time, and student employment during college.
Local governments spend over 12 billion dollars annually funding the operation of 15,000 public libraries in the United States. This funding supports widespread library use: more than 50% of Americans visit public libraries each year. But despite extensive public investment in libraries, surprisingly little research quantifies the effects of public libraries on communities and children. We use data on the near-universe of U.S. public libraries to study the effects of capital spending shocks on library resources, patron usage, student achievement, and local housing prices. We use a dynamic difference-in-difference approach to show that library capital investment increases children’s attendance at library events by 18%, children’s checkouts of items by 21%, and total library visits by 21%. Increases in library use translate into improved children’s test scores in nearby school districts: a $1,000 or greater per-student capital investment in local public libraries increases reading test scores by 0.02 standard deviations and has no effects on math test scores. Housing prices do not change after a sharp increase in public library capital investment, suggesting that residents internalize the increased cost and improved quality of their public libraries.
This paper considers an unavoidable feature of the school environment, class rank. What are the long-run effects of a student’s ordinal rank in elementary school? Using administrative data on all public-school students in Texas, we show that students with a higher third-grade academic rank, conditional on achievement and classroom fixed effects, have higher subsequent test scores, are more likely to take AP classes, graduate from high school, enroll in and graduate from college, and ultimately have higher earnings 19 years later. We also discuss the necessary assumptions for the identification of rank effects and propose new solutions to identification challenges. The paper concludes by exploring the tradeoff between higher quality schools and higher rank in the presence of these rank-based peer effects.