Standards, Assessment, and Curriculum
Noncognitive Factors and Student Long-Run Success: Comparing the Predictive Validity of Observable Academic Behaviors and Social-Emotional Skills
Noncognitive constructs such as self-e cacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource… more →
Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration
We examine the fundamental and complex role that time plays in the learning process. We begin by developing a conceptual framework to elucidate the multiple obstacles schools face in converting total time in school into active learning time. We then synthesize the causal research and document a… more →
Evolution vs. Creationism in the Classroom: The Lasting Effects of Science Education
Anti-scientific attitudes can impose substantial costs on societies. Can schools be an important agent in mitigating the propagation of such attitudes? This paper investigates the effect of the content of science education on anti-scientific attitudes, knowledge, and choices. The analysis… more →
The Other Half of the Story: Does Excluding the Early Grades from School Ratings Matter?
Because high-stakes testing for school accountability does not begin until third grade, accountability ratings for elementary schools do not directly measure students’ academic progress in grades K through 2. While it is possible that children’s test scores in grades 3 and above are highly… more →
The Enduring Struggle of Standards-Based Reform: Lessons from a National Research Center on College and Career-Ready Standards
Standards have been at the heart of state and federal efforts to improve education for several decades. Most recently, standards-based reforms have evolved with a focus on more ambitious "college- and career-ready" (CCR) standards. This paper synthesizes the results of a seven-year national… more →
Promises, Pitfalls, and Tradeoffs in Identifying Gifted Learners: Evidence from a Curricular Experiment
Disparities in gifted representation across demographic subgroups represents a large and persistent challenge in U.S. public schools. In this paper, we measure the impacts of a school-wide curricular intervention designed to address such disparities. We implemented Nurturing for a Bright… more →
Bias in kindergarten ability group placement: Does parental lobbying make it worse? Do formal assessments make it better?
Von Hippel & Cañedo (2021) reported that US kindergarten teachers placed girls, Asian-Americans, and children from families of high socioeconomic status (SES) into higher ability groups than their test scores alone would warrant. The results fit the view that teachers were biased.
Navigating Remote Delivery of Assessments for Head Start Children During the COVID-19 Pandemic
Many preschool agencies nationwide continue to experience closures and/or conversions to virtual or hybrid instruction due to the ongoing COVID-19 pandemic. Despite the importance of understanding young children’s learning and development during the COVID emergency, limited knowledge exists on… more →
Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment
Black and Latinx students are under-represented in Advanced Placement (AP) and Dual Enrollment (DE), and implicit bias of educators has been discussed as one potential contributing factor. In this study, I test whether implicit and explicit racial bias are related to AP and DE participation and… more →
Students' Grade Satisfaction Influences Evaluations of Teaching: Evidence from Individual-level Data and an Experimental Intervention
Student surveys are widely used to evaluate university teaching and increasingly adopted at the K-12 level, although there remains considerable debate about what they measure. Much disagreement focuses on the well-documented correlation between student grades and their evaluations of instructors… more →
Cramming: Short- and Long-Run Effects
An administrative rule allowed students who failed an exam to retake it shortly after, triggering strong `teach to the test' incentives to raise these students' test scores for the retake. We develop a model that accounts for truncation and find that these students score 0.14 standard deviations… more →
Teacher Policy and Racial/Ethnic Gaps in Access to Advanced Coursework: Evidence from Across the United States
Advanced course-taking in high school sends an important signal to college admissions officers, helps reduce the cost and time to complete a post-secondary degree, and increases educational attainment and future earnings. However, Black and Hispanic students in the U.S. are underrepresented in… more →
The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects
From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State Standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate spillovers of the CCSS on student achievement in… more →
Predictors of Access to Advanced Learning: What Makes for a Successful School?
A wide research base has documented the unequal access to and enrollment in K-12 gifted and talented services and other forms of advanced learning opportunities. This study extends that knowledge base by integrating multiple population-level datasets to better understand correlates of access to… more →
Understanding Performance in Test Taking: The Role of Question Difficulty Order
Standardized assessments are widely used to determine access to educational resources with important consequences for later economic outcomes in life. However, many design features of the tests themselves may lead to psychological reactions influencing performance. In particular, the level of… more →
Learning Lessons from Instruction: Descriptive Results from an Observational Study of Urban Elementary Classrooms
Background:
For nearly three decades, policy-makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented… more →Education Leaders’ Knowledge of Causal Research Design: A Measurement Challenge
Federal policy has both incentivized and supported better use of research evidence by educational leaders. However, the extent to which these leaders are well-positioned to understand foundational principles from research design and statistics, including those that underlie the What Works… more →
The role of student effort on performance in PISA: Revisiting the gender gap in achievement
International assessments are important to benchmark the quality of education across countries. However, on low-stakes tests, students’ incentives to invest their maximum effort may be minimal. Research stresses that ignoring students’ effort when interpreting results from low-stakes assessments… more →
How Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis?
State testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable… more →
Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies
The public narrative surrounding efforts to improve low-performing K-12 schools in the U.S. has been notably gloomy. Observers argue that either nothing works or we don’t know what works. At the same time, the federal government is asking localities to implement evidence-based interventions. But… more →