Standards, Assessment, and Curriculum
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 →
Sibling Effects on High School Exam Taking and Performance
Younger siblings take more advanced high school course end of year exams when their older siblings perform better in those same exams. Using a regression discontinuity and data from millions of siblings who take Advanced Placement (AP) exams, we show that younger siblings with older siblings who… more →
Over Diagnosed or Over Looked? The Effect of Age at Time of School Entry On Students Receiving Special Education Services
Much of the literature estimating disproportionality in special education identification rates has focused on socioeconomic status, race, and gender. However, recent evidence suggests that a student’s school starting age also impacts the likelihood they receive special education services,… more →
Experimental Evidence on Teachers' Racial Bias in Student Evaluation: The Role of Grading Scales
A vast research literature documents racial bias in teachers’ evaluations of students. Theory suggests bias may be larger on grading scales with vague or overly-general criteria versus scales with clearly-specified criteria, raising the possibility that well-designed grading policies may… more →
Status, Growth, and Perceptions of School Quality
States and districts are increasingly incorporating measures of achievement growth into their school accountability systems, but there is little research on how these changes affect the public’s perceptions of school quality. We conduct a nationally representative online survey experiment to… more →
The effects of English language development curriculum materials on students’ English proficiency
Castañeda v. Pickard (1981) mandated that educational programs for emergent bilinguals be tested for program efficacy. Since English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in… more →
Does the Common Core Have a Common Effect?: An Exploration of Effects on Academically Vulnerable Students
Policymakers have sought to increase the rigor of content standards since the 1990s. However, the literature examining the effects of reforms to content standards on student outcomes is still developing. This study examines the extent to which the Common Core State Content Standards (CC)… more →
Is the Rise of High School Graduation Rates Real? High-Stakes School Accountability and Strategic Behavior
High school graduation rates have increased dramatically in the past two decades. Some skepticism has arisen, however, because of the confluence of the graduation rise and the starts of high-stakes accountability for graduation rates with No Child Left Behind (NCLB). In this study we provide… more →
Ready or Not? California's Early Assessment Program and the Transition to College
In this paper we investigate the impact of a statewide program aimed at better aligning K-12 to higher education and improving college readiness. We replicate an earlier study focused on the effects of this program at one campus by employing detailed administrative data on the census of… more →
Class Rank and Long-Run Outcomes
This paper considers an unavoidable feature of the school environment, class rank. What are the long-run effects of a student’s ordinal rank in elementary school? Using administrative data on all public-school students in Texas, we show that students with a higher third-grade academic rank,… more →
Beyond tracking and detracking: The dimensions of organizational differentiation in schools
Schools utilize an array of strategies to match curricula and instruction to students’ heterogeneous skills. While generations of scholars have debated “tracking” and its consequences, the literature fails to account for diversity of school-level sorting practices.