Search for EdWorkingPapers here by author, title, or keywords.
Race, ethnicity and culture
Credit recovery (CR) refers to online courses that high school students take after previously failing the course. Many have suggested that CR courses are helping students to graduate from high school without corresponding increases in academic skills. This study analyzes administrative data from the state of North Carolina to evaluate these claims using full data from public and private CR providers. Findings indicate that students who fail courses and enroll in CR have lower test scores of up to two tenths of a standard deviation and are about seven percent more likely to graduate high school on time than students who repeat courses traditionally. Test score differences are particularly large for Biology compared to Math I and English II. Hispanic and economically disadvantaged CR students are more likely to graduate high school than their peers.
Recent immigration policies have created massive uncertainty for international students to obtain F-1 visas. Yet, before the COVID-19 pandemic, student visa applicants already faced an approximately 27 percent refusal rate that varies by time and region. Using data on the universe of SAT takers between 2004 and 2015 matched with college enrollment records, we examine how the anticipated F-1 visa restrictiveness influences US undergraduate enrollment outcomes of international students. Using an instrumental variables approach, we find that a higher anticipated F-1 student visa refusal rate decreases the number of international SAT takers, decreases the probability of sending SAT scores to US colleges, and decreases international student enrollment in the US. The decreases are larger among international students with higher measured academic achievement. We also document academic achievement of international students and show that over 40 percent of high-scoring international SAT takers do not pursue US college education.
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initial English proficiency assessment data across seven cohorts of test takers and observe EL and SPED programmatic participation for these students over seven years. Our regression discontinuity estimates consistently differ substantively from results generated through regression analyses. We find evidence that the effect of EL status on SPED placement was either null or tied to slight under-identification. Our results suggest that under-identification occurred two years after EL classification. We also find that EL status led to under-identification for Spanish speakers and proportionate representation for Mandarin/Cantonese speakers and speakers of all other languages.
While current debates center on whether and how to admit immigrants to the United States, little attention has been paid to interventions designed to help immigrants integrate after they arrive. Public adult education programs are the primary policy lever for building the language skills of the over 23 million adults with limited English proficiency in the United States. We leverage the enrollment lottery of a publicly-funded adult English for Speakers of Other Languages (ESOL) program in Massachusetts to estimate the effects of English language training on voting behavior and employer-reported earnings. Attending ESOL classes more than doubles rates of voter registration and increases annual earnings by $2,400 (56%). We estimate that increased tax revenue from earnings gains fully pay for program costs over time, generating a 6% annual return for taxpayers. Our results demonstrate the social value of post-migration investments in the human capital of adult immigrants.
Evidence on educational returns and the factors that determine the demand for schooling in developing countries is extremely scarce. We use two surveys from Tanzania to estimate both the actual and perceived schooling returns and subsequently examine what factors drive individual misperceptions regarding actual returns. Using ordinary least squares and instrumental variable methods, we find that each additional year of schooling in Tanzania increases earnings, on average, by 9 to 11 percent. We find that on average, individuals underestimate returns to schooling by 74 to 79 percent, and three factors are associated with these misperceptions: income, asset poverty, and educational attainment. Shedding light on what factors relate to individual beliefs about educational returns can inform policy on how to structure effective interventions to correct individuals' misperceptions.
COVID-19 shuttered schools across the United States, upending traditional approaches to education. We examine teachers’ experiences during emergency remote teaching in the spring of 2020 using responses to a working conditions survey from a sample of 7,841 teachers across 206 schools and 9 states. Teachers reported a range of challenges related to engaging students in remote learning and balancing their professional and personal responsibilities. Teachers in high-poverty and majority Black schools perceived these challenges to be the most severe, suggesting the pandemic further increased existing educational inequities. Using data from both pre-post and retrospective surveys, we find that the pandemic and pivot to emergency remote teaching resulted in a sudden, large drop in teachers’ sense of success. We also demonstrate how supportive working conditions in schools played a critical role in helping teachers to sustain their sense of success. Teachers who could depend on their district and school-based leadership for strong communication, targeted training, meaningful collaboration, fair expectations, and recognition of their efforts were least likely to experience declines in their sense of success.
We investigate the determinants and consequences of increased school choice by analyzing a 22-year school panel matched to county-level demographic, economic, and political data. Using an event-study design exploiting the precise timing of charter school enrollment change, we provide robust evidence that charter enrollment growth increases racial and especially socioeconomic school segregation, a finding that is partially explained by non-poor students’ transition from the private to public sector. Charter growth drives public sector incorporation, while also increasing within-public sector segregation. To assess the effects of disparate choice policies on segregation, we replicate this analysis for magnet schools, which have admissions practices intended to increase diversity, and find no evidence that magnet enrollment growth increases segregation.
Researchers decompose test score “gaps” and gap-changes into within- and between-school portions to generate evidence on the role that schools play in shaping educational inequality. However, existing decomposition methods (a) assume an equal-interval test scale and (b) are a poor fit to coarsened data such as proficiency categories. We develop two decomposition approaches that overcome these limitations: an extension of V, an ordinal gap statistic (Ho, 2009), and an extension of ordered probit models (Reardon et al., 2017). Simulations show V decompositions have negligible bias with small within-school samples. Ordered probit decompositions have negligible bias with large within-school samples but more serious bias with small within-school samples. These methods are applicable to decomposing any ordinal outcome by any categorical grouping variable.
Patience and risk-taking – two cultural traits that steer intertemporal decision-making – are fundamental to human capital investment decisions. To understand how they contribute to international differences in student achievement, we combine PISA tests with the Global Preference Survey. We find that opposing effects of patience (positive) and risk-taking (negative) together account for two-thirds of the cross-country variation in student achievement. In an identification strategy addressing unobserved residence-country features, we find similar results when assigning migrant students their country-of-origin cultural traits in models with residence-country fixed effects. Associations of culture with family and school inputs suggest that both may act as channels.