Standards, Assessment, and Curriculum
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.
The Formalized Processes Districts Use to Evaluate Mathematics Textbooks
Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. We use a lens of institutional theory and… more →