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Program and policy effects
Black students are about 1.5 times more likely to be receiving special education (SpEd) services relative to white students. While there is concern that this implies some black students are inappropriately placed in SpEd, the impacts of the disproportionate representation of minority students in SpEd remains unclear. Using administrative data from Texas, we find that capping black disproportionality led to small gains in high school completion and college attainment for black students in special and general education. Overall, our results suggest that reductions in SpEd misclassification among black students may serve to reduce gaps in later-life success across race.
We draw on administrative data from the country of Colombia to assess differences in student learning in online and traditional on-campus college programs. The Colombian context is uniquely suited to study this topic, as students take an exit examination at the end of their studies. We can therefore directly compare performance on the exit exam for students in online and on-campus programs both across and within institutions, degrees, and majors. Using inverse probability weighting methods based on a rich set of background characteristics coupled with institution-degree-major fixed effects, our results suggest that bachelor’s degree students in online programs perform worse on nearly all test score measures (including math, reading, writing, and English) relative to their counterparts in on-campus programs. Results for shorter technical certificates are more mixed. While online students perform significantly worse than on-campus students on exit exams in private institutions, they perform better in SENA—the main public vocational institution in the country.
Although the Janus v. AFCSME (2018) decision fundamentally changed the institutional context for U.S. teachers’ unions by placing all public school teachers in a “Right to Work” (RTW) framework, little research exists to conceptualize the effects of such policies that hinder unionization. To fill this gap, I exploit the different timing across states in the passage of RTW policies in a differences-in-differences framework to identify how exposure to a RTW policy affects students, teachers, and education policymaking. I find that RTW policies lead to declines in teachers’ union power, but contrary to what many union critics have argued, I find that efforts to weaken unions did not result in political opportunities for education reforms nor did they improve student achievement outcomes.
The transfer between two-year and four-year colleges is a critical path to baccalaureate attainment. Yet, students face a number of barriers in transfer pathways, including a lack of coherent coordination and articulation between their community colleges and four-year institutions, resulting in excess units and increased time to degree. In this paper we evaluate the impact of California’s Student Transfer Achievement Reform Act, which aimed to create a more seamless pathway between the Community Colleges and the California State University. We investigate whether the reform effort met its intended goal of improving baccalaureate receipt, and greater efficiency in earning these degrees, among community college transfer students. We tease out plausibly causal effects of the policy by leveraging the exogenous variation in the timing of the implementation of the reform in different campuses and fields of study. We find that this reform effort has led to significant reductions in time to baccalaureate receipt among community college transfers and reduced total unit accumulation. These positive effects were shared across all student subgroups.
Test-based accountability pressures have been shown to result in transferring less effective teachers into untested early grades and more effective teachers to tested grades. In this paper, we evaluate whether a state initiative to turnaround its lowest performing schools reproduced a similar pattern of assigning teachers and unintended, negative effects on the outcomes of younger students in untested grades. Using a sharp regression discontinuity design, we find consistent evidence of increased chronic absenteeism and grade retention in the first year. Also, the findings suggest negative effects on early literacy and reading comprehension in the first year of the reform that rebounded somewhat in the second year. Schools labeled low performing reassigned low effectiveness teachers from tested grades into untested early grades, though these assignment practices were no more prevalent in reform than control schools. Our results suggest that accountability-driven school reform can yield negative consequences for younger students that may undermine the success and sustainability of school turnaround efforts.
Because of the many special characteristics of charter schools, policy makers who aim to promote a system of charters schools that ensures fair access to, and fair treatment of, disadvantaged students will need a public accountability system oriented, at least in part, to equity concerns. Massachusetts, with its single statewide authorizer, as well as its system of periodic site visits to schools and specific performance criteria, illustrates such a system. In this paper, we first explain why an equity-oriented approach is important. We then describe and evaluate the Massachusetts approach, with particular attention to the information provided by the periodic site visits. Although Massachusetts does not fully succeed with all its charter schools, especially with respect to fair treatment, it is hard to make the case that charter schools will be beneficial for disadvantaged students in the absence of an accountability system of this type.
In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools that provides free individual tutoring online to disadvantaged students during lock-down. Tutors are university students who volunteer for 3 to 6 hours per week. They were randomly assigned to middle school students, from a list of potential beneficiaries compiled by school principals. Using original survey data collected from students, parents, teachers and tutors, we find that the program substantially increased students’ academic performance (by 0.26 SD on average) and that it significantly improved their socio-emotional skills, aspirations, and psychological well-being. Effects are stronger for children from lower socioeconomic status and, in the case of psychological well-being, for immigrant children.
Food routines play a special role in Latino families. Using a cluster randomized trial with 248 children (M age = 67 months) from 13 schools, this study investigated the impact of a four-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in the U.S. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the five-month follow-up, and suggestive evidence of moderate impacts on approaches to learning (including approaches to learning math) and executive function at the five-month follow-up. There were no statistically significant impacts on children’s math or literacy skills. A strengths-based, culturally responsive family intervention that is integrated into Latino family life can improve critical skills needed to succeed in school.
School district consolidation is one of the most widespread education reforms of the last century, but surprisingly little research has directly investigated its effectiveness. To examine the impact of consolidation on student achievement, this study takes advantage of a policy that requires the consolidation of all Arkansas school districts with enrollment of fewer than 350 students for two consecutive school years. Using a regression discontinuity model, we find that consolidation has either null or small positive impacts on student achievement in math and English Language Arts (ELA). We do not find evidence that consolidation in Arkansas results in positive economies of scale, either by reducing overall cost or allowing for a greater share of resources to be spent in the classroom.