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Program and policy effects
A common rationale for offering online courses in K-12 schools is that they allow students to take courses not offered at their schools; however, there has been little research on how online courses are used to expand curricular options when operating at scale. We assess the extent to which students and schools use online courses for this purpose by analyzing statewide, student-course level data from high school students in Florida, which has the largest virtual sector in the nation. We introduce a “novel course” framework to address this question. We define a virtual course as “novel” if it is only available to a student virtually, not face-to-face through their own home high school. We find that 7% of high school students in 2013-14 enroll in novel online courses. Novel courses were more commonly used by higher-achieving students, in rural schools, and in schools with relatively few Advanced Placement/International Baccalaureate offerings.
Performance-based funding models for higher education, which tie state support for institutions to performance on student outcomes, have proliferated in recent decades. Some states have designed these policies to also address educational attainment gaps by including bonus payments for traditionally low-performing groups. Using a Synthetic Control Method research design, we examine the impact of these funding regimes on race-based completion gaps in Tennessee and Ohio. We find no evidence that performance-based funding narrowed race-based completion gaps. In fact, contrary to their intended purpose, we find that performance-based funding widened existing gaps in certificate completion in Tennessee. Across both states, the estimated impacts on associate degree outcomes are also directionally consistent with performance-based funding exacerbating racial inequities in associate degree attainment.
A growing body of evidence suggests that vocationally focused programs of study substantially improve high-school completion and longer-run economic success. However, the corresponding recommendations to expand vocational programs may have unintended, negative consequences for low-income, academically successful students (i.e., the “missing one offs”) who have the capacity and motivation to attend highly selective universities. This study contributes to our understanding of these issues by examining an innovative, college-preparatory program targeted to academically successful Chilean students attending vocational high schools serving lower-income communities. This program (Escuela Desarrollo de Talentos or EDT) provides academic and social-emotional supports aligned with admission to selective universities. We examine the educational effects of EDT participation using a fuzzy regression-discontinuity design based on its eligibility rules. We find that the EDT program did not increase the probability of graduating from high school but did increase performance in math courses. We also find corresponding evidence suggesting that EDT participation increased math performance on college entrance exams and shifted students away from further postsecondary vocational training and towards matriculation at elite universities.
Tutoring—defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents—is one of the most versatile and potentially transformative educational tools in use today. Within the past decade, dozens of preK-12 tutoring experiments have been conducted, varying widely in their approach, context, and cost. Our study represents the first systematic review and meta-analysis of these and earlier studies. We develop a framework for considering different types of programs to not only examine overall effects, but also explore how these effects vary by program characteristics and intervention context. We find that tutoring programs yield consistent and substantial positive impacts on learning outcomes, with an overall pooled effect size estimate of 0.37 SD. Effects are stronger, on average, for teacher and paraprofessional tutoring programs than for nonprofessional and parent tutoring. Effects also tend to be strongest among the earlier grades. While overall effects for reading and math interventions are similar, reading tutoring tends to yield higher effect sizes in earlier grades, while math tutoring tends to yield higher effect sizes in later grades. Tutoring programs conducted during school tend to have larger impacts than those conducted after school.
Younger siblings take more advanced high school course end of year exams when their older siblings perform better in those same exams. Using a regression discontinuity and data from millions of siblings who take Advanced Placement (AP) exams, we show that younger siblings with older siblings who marginally “pass” an AP exam are more likely to take at least one AP exam, increase the total number of AP exams, and are more likely to take the same exam as their sibling. The largest impacts are found among sisters, but we do not see differential effects in coursework where females are underrepresented.
COVID has led colleges to brace for potential enrollment declines in the Fall, which would devastate budgets and potentially decrease the likelihood a student ever earns a degree. We take an early look at California’s FAFSA applications up through mid-June, to anticipate how students may be responding to this crisis. We find that COVID did not affect most of California’s “traditional” high school graduates due to an early deadline for financial aid, which exists in a number of states. From early March to mid-June, FAFSA applications among freshmen declined 18%, relative to prior years. Although there were initial declines in applications among more experienced students, these quickly rebounded and are now 9% higher relative to prior years. The largest FAFSA increases occurred in counties that saw the most dramatic increases in Unemployment Insurance claims.
Since their introduction in the 1990s, charter schools have grown from a small-scale experiment to a ubiquitous feature of the public education landscape. The current study uses the legislative removal of a cap on the maximum number of charters, and the weakening of regulations on these new schools, in North Carolina as a natural experiment to assess the intensive impacts of charter school growth on teacher quality and student composition in traditional public schools (TPS) at different levels of local market penetration. Using an instrumental variable difference-in-differences approach to account for endogenous charter demand, we find that intensive local charter entry reduces the inflow of new teachers at nearby TPS, leading to a more experienced and credentialed teaching workforce on average. However, we find that the entry of charters serving predominantly White students leads to reductions in average teacher experience, effectiveness, and credentials at nearby TPS. Overall these findings suggest that the composition of the teacher workforce in TPS will continue to change as charter schools further expand, and that the spillover effects of future charter expansion will vary by the types of students served by charters.
Much of the literature estimating disproportionality in special education identification rates has focused on socioeconomic status, race, and gender. However, recent evidence suggests that a student’s school starting age also impacts the likelihood they receive special education services, particularly in the early grades. I build on the evidence that the youngest students in a grade more likely to be diagnosed with Attention Deficit/Hyperactivity Disorder and more likely to be placed in special education by estimating the effect of school starting age on special education identification in Michigan. I also estimate heterogeneity in this effect by student characteristics and across school districts. Using a regression discontinuity design exploiting variation in kindergarten starting age generated by a statewide kindergarten entrance age policy, I find that the youngest students in a kindergarten cohort are 40% more likely (3.3 percentage points, p<0.001) to be placed in special education than are the oldest students, and that this effect persists through eighth grade. Despite little evidence of heterogeneity by gender, race, or socioeconomic status, I find some suggestive evidence that the effect is particularly large for white boys in the early elementary grades and for black girls in the later elementary grades. I find no evidence that these effects vary across school districts. Finally, I find exploratory evidence of variation by school cohort age composition, suggesting these effects are driven moreso by relative age comparisons than absolute age developmental differences. Given the importance of special education services to the academic success of children with disabilities, these findings have implications for schools and for policymakers seeking to improve special education program provision.
Major philanthropic initiatives that incorporate features of venture-capital practices have become increasingly prominent, particularly in K-12 public education. In this study, we provide empirical evidence on the reach, character, and impact of the Broad Superintendents Academy, a prominent and controversial venture-philanthropic initiative designed to transform leadership in the nation’s largest school districts. Using a novel dataset on all Broad trainees and a linked panel data set of all large school districts over 20 years, we find that Broad superintendents have had extensive reach (e.g., serving nearly 3 million students at their peak). We also show that, within districts that hired Broad trainees, Broad superintendents were 40 percent more likely to be Black than their non-Broad peers, but also had tenures that were 18 percent shorter. Panel-based estimates provide evidence that Broad-trained leaders had no clear effects on several district outcomes such as enrollment, school closures, per-pupil instructional and support-service spending, and student completion rates. However, Broad-trained leaders initiate a trend towards an increased number of charter schools and higher charterschool enrollment.
Despite calls for more evaluative research in teacher education, formal assessments of the effectiveness of novel teacher education practices remain rare. One reason is that we lack designs and measurement approaches that appropriately meet the challenges of causal inference in the field. In this article, we seek to fill this gap. We first outline the difficulties of doing evaluative work in teacher education. We then describe a set of replicable practices for developing measures of key teaching outcomes, and propose evaluative research designs that can be adapted to suit the needs of the field. Finally, we identify community-wide initiatives that are necessary to advance useful evaluative research.