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Race, ethnicity and culture
The Top 10% Plan admissions policy has now been in place in Texas for over two decades. We analyze 18 years of post-Top 10% Plan data to look for evidence of increased access to the selective Texas flagship campuses among all Texas high schools. We provide a detailed description of changes in enrollment patterns at the flagship campuses from Texas high schools after the implementation of the Top 10% Plan, focusing on whether the policy resulted in new sending patterns from high schools that did not have a history of sending students to the flagship campuses. Our analysis reveals an increase in the likelihood that high schools in non-suburban areas sent students to the flagship campuses, but ultimately little to no equity-producing effects of the Top 10% Plan over this 18-year period. In fact, the representation of traditional, always-sending, feeder high schools on the flagship campuses continued to dwarf the population of students from other high schools. Thus, the purported high school representation benefits of the policy appear to be overstated and may not go as far as advocates might have hoped in terms of generating equity of access to the flagship campuses in the state.
Researchers have noted the importance of equity-based approaches to social and emotional learning (SEL), which emphasize the role of school environment, including adult beliefs, in student well-being. This article builds on this work by examining 129 teachers’ perceptions of efficacy in SEL. While participants worked in urban schools, were selected from national fellowship programs, and had similar years of experience and preparation, survey data found that teachers in one program reported higher levels of efficacy in SEL. Interviews and observations with a purposeful sample of these teachers found that despite common challenges with exclusionary discipline practices and limited resources, efficacious teachers described a “social justice learning community,” geared for teachers of color, that enhanced their capacities to enact SEL in their schools. Discussion includes the need for critical professional development opportunities in SEL that are race-conscious, context-specific, and asset-based, as well as opportunities for teachers from historically marginalized groups to form specialized learning communities.
Despite the significant influence that peer motivation is likely to have on educational investments during high school, it is difficult to test empirically since exogenous changes in peer motivation are rarely observed. In this paper, I focus on the 2012 introduction of Deferred Action for Childhood Arrivals (DACA) to study a setting in which peer motivation changed sharply for a subset of high school students. DACA significantly increased the returns to schooling for undocumented youth, while leaving the returns for their peers unchanged. I find that DACA induced undocumented youth to invest more in their education, which also had positive spillover effects on ineligible students (those born in the US) who attended high school with high concentrations of DACA-eligible youth. JEL Codes: I26, H52, J15
The estimation of test score “gaps” and gap trends plays an important role in monitoring educational inequality. Researchers decompose gaps and gap changes into within- and between-school portions to generate evidence on the role schools play in shaping these inequalities. However, existing decomposition methods assume an equal-interval test scale and are a poor fit to coarsened data such as proficiency categories. This leaves many potential data sources ill-suited for decomposition applications. We develop two decomposition approaches that overcome these limitations: an extension of V, an ordinal gap statistic, and an extension of ordered probit models. 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. More broadly, our methods enable analysts to (1) decompose the difference between two groups on any ordinal outcome into portions within- and between some third categorical variable, and (2) estimate scale-invariant between-group differences that adjust for a categorical covariate.
In this paper I study the impact of court-mandated school desegregation, which began in the late 1950s, on White individuals’ racial attitudes and politics in adulthood. Using geocoded nationwide data from the General Social Survey, I compare outcomes between respondents living in the same county who were differentially exposed to desegregated schools, based on respondent age and the year of court-mandated integration. With this differences-in-differences approach, I find that exposure to desegregated schools increased White individuals’ conservatism and negatively impacted their racial attitudes and support for policies promoting racial equity, such as affirmative action. Heterogeneity analyses indicate that effects are particularly pronounced in counties where opposition to integration was strongest: Southern counties desegregating after the passage of the Civil Rights Act of 1964 and counties where support for the Democratic presidential candidate between the 1960 and 1968 elections substantially decreased. My study provides causal evidence for key tenets of the contact hypothesis, which theorizes that Black-White contact in integrated schools can improve outgroup racial attitudes only under certain conditions, including when this intergroup contact has institutional support.
We conduct a comprehensive examination of the causal effect of charter schools on school segregation, using a triple differences design that utilizes between-grade differences in charter expansion within school systems, and an instrumental variable approach that leverages charter school opening event variation. Charter schools increase school segregation for Black, Hispanic, White, and Asian students. The effect is of modest magnitude; segregation would fall 6 percent were charter schools eliminated from the average district. Analysis across varied geographies reveals countervailing forces. In metropolitan areas, charters improve integration between districts, especially in areas with intense school district fragmentation.
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.