Post-secondary education
Does Corequisite Remediation Work for Everyone? An Exploration of Heterogeneous Effects and Mechanisms
The landscape of developmental education has experienced significant shifts over the last decade nationwide, as more than 20 states and higher education systems have transitioned from the traditional prerequisite model to corequisite remediation. Drawing on administrative data from Tennessee… more →
Challenges and opportunity: An examination of barriers to postsecondary academic success
Community colleges are a critical component of the U.S. higher education system, providing access to students from traditionally underserved communities. However, enduring challenges to completion stemming from educational, economic, and social inequities persist. Building on prior work that… more →
Of DEI and Denials: A Critical Discourse Analysis of Texas’ 88th Legislative Session
Emerging literature on anti-CRT, anti-DEI efforts in education suggest that these attacks represent a rearticulation of racial ideologies which seek to contain racial progress. Although crafting anti-CRT and anti-DEI policies is primarily conducted through discourse, few studies explore the… more →
Do Students Respond to Sticker-Price Reductions?: Evidence from the North Carolina Promise
The North Carolina Promise is a state-level policy that reduced the cost of tuition for all students who attended one of three campuses in the University of North Carolina System starting in fall of 2018. We use IPEDS data and a synthetic control approach to examine how this tuition reduction… more →
High School Preparation and Post-Secondary Educational Attainment: An Analysis of Racial/Ethnic and Gender Differences for Missouri Public High School Students
This paper investigates patterns of racial/ethnic and gender gaps in post-secondary degree attainment trajectories by the levels of students’ pre-college academic preparation. We follow four cohorts of Missouri public high school freshmen for five years beyond on-time graduation among White,… more →
GED® College Readiness Benchmarks and Post-Secondary Success
In 2016, the GED® introduced college readiness benchmarks designed to identify testers who are academically prepared for credit-bearing college coursework. The benchmarks are promoted as awarding college credits or exempting “college-ready” GED® graduates from remedial coursework. I show… more →
Which Colleges Increase Voting Rates?
We study how colleges shape their students' voting habits by linking millions of SAT takers to their college-enrollment and voting histories. To begin, we show that the fraction of students from a particular college who vote varies systematically by the college's attributes (e.g. increasing with… more →
Racialized Reactivity: How Metrics-Formation Contributed to a Racialized Organizational Order in Medical Education
A common point of contention across education policy debates is whether and how facially race-neutral metrics of quality produce or maintain racialized inequities. Medical education is a useful site for interrogating this relationship, as many scholars point to the 1910, Carnegie-funded Flexner… more →
The Benefits of Math Corequisite Support for Academic Outcomes for Students in Texas
An increasing body of robust evidence concludes that corequisite remediation in math and English is a cost-effective alternative to traditional developmental education, offering improved immediate course progression and potentially better persistence and completion. This is the first study to… more →
HBCU Enrollment and Longer-Term Outcomes
Using data from nearly 1.2 million Black SAT takers, we estimate the impacts of initially enrolling in an Historically Black College and University (HBCU) on educational, economic, and financial outcomes. We control for the college application portfolio and compare students with similar… more →
The Role and Influence of Exclusively Online Degree Programs in Higher Education
This study leverages national data and a quasi-experimental design to examine the influence of enrolling in an exclusively online degree program on students’ likelihood of completing their degree. We find that enrolling in an exclusively online degree program had a negative influence on students… more →
Do Financial Incentives Increase the Impact of National-Scale Educational Programs? Experimental Evidence from a National College Advising Initiative
Recent work highlights the challenge of scaling evidence-based educational programs. We report on a randomized controlled trial of a financial incentive program designed to increase the efficacy of a national remote college advising initiative for high-achieving students. We find substantial… more →
Different methods for assessing pre-service teachers’ instruction: Why measures matter
Teacher preparation programs are increasingly expected to use data on pre-service teacher (PST) skills to drive program improvement and provide targeted supports. Observational ratings are especially vital, but also prone to measurement issues. Scores may be influenced by factors unrelated to… more →
(Pay)Walled Gardens: Status and Racialized Discourse Among Authors of Student Loan News Articles
News media plays a crucial role in the student loan policy ecosystem by influencing how policymakers and the public understand the “problem” of student loans. Prior research emphasizes the causal impact of the media on the social construction of policy issues and the lack of knowledge about the… more →
Can Patience Account for Subnational Differences in Student Achievement? Regional Analysis with Facebook Interests
Decisions to invest in human capital depend on people’s time preferences. We show that differences in patience are closely related to substantial subnational differences in educational achievement, leading to new perspectives on longstanding within-country disparities. We use social-media data… more →
When Pell Today Doesn’t Mean Pell Tomorrow: Evaluating Aid Programs With Dynamic Eligibility
Generally, need-based financial aid improves students’ academic outcomes. However, the largest source of need-based grant aid in the United States, the Federal Pell Grant Program (Pell), has a mixed evaluation record. We assess the minimum Pell Grant in a regression discontinuity framework,… more →
Clearing Up Transfer Admissions Standards: Impact on Access and Outcomes
Students’ college choices can affect their chances of earning a degree, but many lack the support to navigate the opaque college application and admissions process. This paper evaluates whether guaranteeing four-year college admissions based on transparent academic standards affected community… more →
The Importance of a Helping Hand in Education and in Life
This paper discusses the importance of incorporating personal assistance into interventions aimed at improving long-term education and labor market success. While existing research demonstrates the cost-effectiveness of low-touch behavioral nudges, this paper argues that the dynamic nature of… more →
Strategic Disclosure of Test Scores: Evidence from US College Admissions
The impact of test-optional college admissions policies depends on whether applicants act strategically in disclosing test scores. We analyze individual applicants’ standardized test scores and disclosure behavior to 50 major US colleges for entry in fall 2021, when Covid-19 prompted widespread… more →
Out-of-State Enrollment, Financial Aid and Academic Outcomes: Evidence from Wisconsin
Scholars disagree about the effect out-of-state university students have on potential in-state students. Despite paying a premium to attend state universities, researchers argue that out-of-state students may come at a cost to in-state students by negatively affecting academic quality or by… more →