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Race, ethnicity and culture
Over the last decade, more and more schools have adopted Universal Free Meals (UFM), a program that provides meals free of charge to all students, regardless of household income. Recent research finds UFM increases participation in school meals, improves test scores, and reduces incidences of bad behavior. Additionally, advocates cite stigma reduction as one of UFM’s many benefits, but to date, scholars have yet to provide empirical evidence of this claim. This paper fills the gap in the literature by being the first to examine whether UFM influences student perceptions of school climate. I use individual, student survey responses and school meal participation data from New York City Department of Education (NYCDOE) to investigate whether and to what extent UFM changes participation behavior and student perceptions of their school climate. Using a difference-in-differences design, I exploit students’ staggered exposure to UFM, among those that are ever exposed, to investigate if UFM influences participation and improves student perceptions of bullying, fighting, respect, and safety. I find UFM increases school lunch participation among students that were previously eligible for free meals but rarely participated, suggesting that UFM affects participation patterns beyond simply reducing the price of food. All students, regardless of socioeconomic status, report reductions in perceptions of bullying and fighting within school, as well as improvements in perceptions of safety outside of school. Notably, students ever designated as eligible for free/reduced price meals and those that ate school lunches last year report feeling safer inside the school cafeteria. Thus, not only does UFM improve perceptions associated with stigma for students who directly interact with UFM, but the program also has positive effects for all students regardless of their socioeconomic status.
Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes, especially in the 3rd and 4th grades. Negative impacts are not found for non-Alaska Native students in the same districts.
Between 2005 and 2016, international enrollment in US higher education nearly doubled. I examine how trade shocks in education affect public universities' decision-making. I construct a shift-share instrument to exploit institutions' historical networks with different origins of international students, income growth, and exchange-rate fluctuations. Contrary to claims that US-born students are crowded out, I find that international students increase schools' funding via tuition payments, which leads to increased in-state enrollment and lower tuition prices. Schools also keep steady per-student spending and recruit more students with high math scores. Lastly, states allocate more appropriations to universities that attract fewer international students.
Using newly available data on all civil rights complaints submitted to the U.S. Department of Education’s Office for Civil Rights related to racial discrimination in discipline between 1999 and 2018, I provide the first systematic evidence on how modern federal civil rights enforcement is used to address racial discrimination in discipline. I find that less than 50 percent of complaints received each year result in a federal investigation. I also find that 70 to 80 percent of investigations are closed due to insufficient evidence of a civil rights violation. Results also suggest that districts with higher shares of minoritized students, higher levels of segregation, and districts with larger racial educational gaps are more likely to receive a civil rights complaint after controlling for other district factors.
Brown v. Board (1954) catalyzed a nationwide effort by the federal judiciary to desegregate public schools by court order, representing a major achievement for the U.S. civil rights movement. Four decades later, courts began dismissing schools from desegregation decrees in a staggered fashion, causing their racial homogeneity to rise. I leverage this exogenous source of variation in the racial mix of schools released from court orders between 1990 and 2014 to explore two key aspects of how whites react to attending schools with students of color. First, contemporaneous survey data indicate that as schools re-segregated, white students in these schools expressed more favorable attitudes towards black and Latino students. Second, present-day voter records from six Southern states of white students in schools that re-segregated show that they are significantly more likely to identify with the more racially liberal party -- the Democrats -- today. The findings are consistent with white students experiencing resegregation as a reduction in social threat, and indicate that school desegregation efforts may have caused life-long shifts among white students toward racial and political conservatism.
Graduate student teaching assistants from underrepresented groups may provide salient role models and enhanced instruction to minority students in STEM fields. We explore minority student-TA interactions in an important course in the sciences and STEM – introductory chemistry labs – at a large public university. The uncommon assignment method of students to TA instructors in these chemistry labs overcomes selection problems, and the small and active learning classroom setting with required attendance provides frequent interactions with the TA. We find evidence that underrepresented minority students are less likely to drop courses and are more likely to pass courses when assigned to minority TAs, but we do not find evidence of effects for grades and medium-term outcomes. The effects for the first-order outcomes are large with a decrease in the drop rate by 5.5 percentage points on a base of 6 percent, and an increase in the pass rate of 4.8 percentage points on a base of 93.6 percent. The findings are similar when we focus on Latinx student - Latinx TA interactions. The findings are robust to first-time vs. multiple enrollments in labs, specifications with different levels of fixed effects, limited choice of TA race, limited information of TAs, and low registration priority students. The findings have implications for debates over increasing diversity among PhD students in STEM fields because of spillovers to minority undergraduates.
Enrollment increased slightly at both the California State University and University of California systems in fall 2020, but the effects of the pandemic on enrollment in the California Community College system are mostly unknown and might differ substantially from the effects on 4-year colleges. This paper provides the first analysis of how the pandemic impacted enrollment patterns and the academic outcomes of community college students using administrative college-level panel data covering the universe of students in the 116-college California Community College system. We find that community college enrolment dropped precipitously in fall 2020 – the total number of enrolled students fell by 4 percent in spring 2020 and by 15 percent in fall 2020 relative to the prior year. All racial and ethnic groups experienced large enrollment decreases in spring and fall 2020, but African-American and Latinx students experienced the largest drops at 17 percent in fall 2020. Enrollment fell the most for first-year students in the community college system, basic skills courses, and fields such as engineering/industrial technology, education, interdisciplinary studies, and art. There were smaller decreases for continuing students, academic courses transferable to four-year institutions, and business and science fields. Enrollment losses were felt throughout the entire community college system, and there is no evidence that having a large online presence in prior years protected colleges from these effects. In terms of course performance, there was a larger disruption to completion rates, withdrawal rates, and grades in spring 2020 than in fall 2020. These early findings of the effects of the pandemic at community colleges, which serve higher percentages of lower-income and minority students, have implications for policy, impending budgetary pressures, and future research.
Well-documented racial disparities in rates of exclusionary discipline may arise from differences in hard-to-observe student behavior or bias, in which treatment for the same behavior varies by student race or ethnicity. We provide evidence for the presence of bias using statewide administrative data that contain rich details on individual disciplinary infractions. Two complementary empirical strategies identify bias in suspension outcomes. The first uses within-incident variation in disciplinary outcomes across White and under-represented minority students. The second employs individual fixed effects to examine how consequences vary for students across incidents based on the race of the other student involved in the incident. Both approaches find that Black students are suspended for longer than Hispanic or White students, while there is no evidence of Hispanic-White disparities. The similarity of findings across approaches and the ability of individual fixed effect models to account for unobserved characteristics common across disciplinary incidents provide support that remaining racial disparities are likely not driven by behavior.
The segregation of students by socioeconomic status has been on the rise in American public education between schools during the past several decades. Recent work has demonstrated that segregation is also increasing within schools at the classroom level. In this paper, we contribute to our understanding of the determinants of this increase in socioeconomic segregation within schools. We assess whether growth in the presence and number of nearby charter schools have affected the segregation of socioeconomically disadvantaged students by classroom in traditional public schools (TPS). Using data from North Carolina, we estimate a series of models exploit variation in the number and location of charter schools over time between 2007 and 2014 to estimate the impact of charter school penetration and proximity on levels of within school segregation in TPS classrooms serving grades 3-8. We find that socioeconomic segregation in math and English language arts increase in grades 3-6 when additional charter schools open within large urban districts. We find the largest impacts on schools that are closest to the new charter schools. We estimate that the impact of charter schools can account for almost half of the overall growth in socioeconomic segregation we see over the course of the panel within grades 3-6 in large urban districts.
Mixed evidence on the relationship between school closure and COVID-19 prevalence could reflect focus on large-scale levels of geography, limited ability to address endogeneity, and demographic variation. Using county-level CDC COVID-19 data through June 15, 2020, two matching strategies address potential heterogeneity: nearest geographic neighbor and propensity scores. Within nearest neighboring pairs in different states with different school closure timing, each additional day from a county’s first case until state-ordered school closure is related to 1.5%-2.4% higher cumulative COVID-19 deaths per capita (1,227-1,972 deaths for a county with median population and deaths/capita). Results are consistent using propensity score matching, COVID-19 data from two alternative sources, and additional sensitivity analyses. School closure is more strongly related to COVID-19 deaths in counties with a high concentration of Black or poor residents, suggesting schools play an unequal role in transmission and earlier school closure is related to fewer lives lost in disadvantaged counties.