Learning Privilege
Who Benefits from a Smaller Honors Track?
Zachary Szlendak & Richard Mansfield
NBER Working Paper, June 2023
Abstract:
Most U.S. high school courses separate classrooms into standard and honors tracks. This paper characterizes the efficiency and distributional impact of changing the share of students enrolling in honors classrooms. Using a sorting model where students choose tracks by course but schools influence the share choosing honors, we show that administrators’ optimal choices of honors track size require knowledge of treatment effect functions capturing the impact of alternative honors enrollment shares on different parts of the student predicted performance distribution. Using administrative data from North Carolina public high schools, we estimate these treatment effect functions by predicted performance quintile. Across various specifications, we find that smaller honors tracks (20%-30% of students) yield moderate performance gains for the top quintile (~.05-.07 test score SDs relative to no tracking) that decline monotonically across quintiles toward zero for the bottom quintile. However, expanding the honors share beyond 30-35% generates further (small) achievement increases only for the middle quintile, while reducing top quintile gains and causing substantial bottom quintile losses. Since many courses feature honors shares above 35% or do not track, we predict that enrolling ~25% of students in honors in each high school course would improve all quintiles’ statewide performance.
Are Neighborhood Effects Explained by Differences in School Quality?
Geoffrey Wodtke et al.
American Journal of Sociology, March 2023, Pages 1472–1528
Abstract:
It is widely hypothesized that neighborhood effects on academic achievement are explained by differences in the quality of schools attended by resident children. The authors evaluate this hypothesis using data from the Early Childhood Longitudinal Study and a diverse set of measures to capture a school’s effectiveness, resources, and climate. They implement a novel decomposition that separates the overall effect of neighborhood poverty into components due to mediation versus interaction via these different factors. Results indicate that living in a disadvantaged neighborhood reduces academic achievement. But the authors find little evidence that neighborhood effects are mediated by or interact with any of their measures for school quality. The authors discuss the implications of these findings for theory, research, and policy, addressing the link between concentrated poverty and educational inequality.
A values-aligned intervention fosters growth mindset–supportive teaching and reduces inequality in educational outcomes
Cameron Hecht, Christopher Bryan & David Yeager
Proceedings of the National Academy of Sciences, 20 June 2023
Abstract:
Group-based educational disparities are smaller in classrooms where teachers express a belief that students can improve their abilities. However, a scalable method for motivating teachers to adopt such growth mindset–supportive teaching practices has remained elusive. In part, this is because teachers often already face overwhelming demands on their time and attention and have reason to be skeptical of the professional development advice they receive from researchers and other experts. We designed an intervention that overcame these obstacles and successfully motivated high-school teachers to adopt specific practices that support students’ growth mindsets. The intervention used the values-alignment approach. This approach motivates behavioral change by framing a desired behavior as aligned with a core value -- one that is an important criterion for status and admiration in the relevant social reference group. First, using qualitative interviews and a nationally representative survey of teachers, we identified a relevant core value: inspiring students’ enthusiastic engagement with learning. Next, we designed a ~45-min, self-administered, online intervention that persuaded teachers to view growth mindset–supportive practices as a way to foster such student engagement and thus live up to that value. We randomly assigned 155 teachers (5,393 students) to receive the intervention and 164 teachers (6,167 students) to receive a control module. The growth mindset–supportive teaching intervention successfully promoted teachers’ adoption of the suggested practices, overcoming major barriers to changing teachers’ classroom practices that other scalable approaches have failed to surmount. The intervention also substantially improved student achievement in socioeconomically disadvantaged classes, reducing inequality in educational outcomes.
ADA to Ph.D.? The Americans with disabilities act and post-secondary educational attainment
Nicholas Reinarts & Vitor Melo
Public Choice, forthcoming
Abstract:
The Americans with Disabilities Act (ADA) of 1990 requires employers and universities to provide accommodations to employees and students with disabilities. Previous research on the ADA has focused primarily on labor market outcomes. Yet, little is known about how the ADA affected the educational attainment of people with disabilities. This paper fills this gap by examining the effect of the ADA on the decision-making of disabled Americans regarding post-secondary education. Using data from the CPS, we implement difference-in-differences and synthetic difference-in-differences empirical approaches to estimate this causal effect. We find that the ADA substantially negatively impacted post-secondary educational attainment, which is the opposite of its intended objective.
Sibling Spillovers May Enhance the Efficacy of Targeted School Policies
David Figlio, Krzysztof Karbownik & Umut Özek
NBER Working Paper, June 2023
Abstract:
Public policies often target individuals but within-family externalities of such interventions are understudied. Using a regression discontinuity design, we document how a third grade retention policy affects both the target children and their younger siblings. The policy improves test scores of both children while the spillover is up to 30% of the target child effect size. The effects are particularly pronounced in families where one of the children is disabled, for boys, and in immigrant families. Candidate mechanisms include improved classroom inputs and parental school choice.
The Determinants of Early Investments in Urban School Systems in the United States
Ethan Schmick
Education Finance and Policy, forthcoming
Abstract:
Growth in per pupil education spending in the United States was mostly flat until 1918, after which it increased by almost 100% in a brief six-year period. This is the fastest documented increase in per pupil education spending in U.S. history. Using newly digitized biennial data on 386 of the largest urban school systems in the U.S. from 1900 to 1930, I investigate the origins of this spending increase. I first document that there was significant expansion in all spending and revenue categories with particularly large increases in capital expenditures which were likely financed through borrowing. My results suggest that state education policies were largely ineffective in increasing school resources, as laws increasing state aid to local districts crowded out local receipts while compulsory schooling and English-only laws were not accompanied by increases in receipts or expenditures per pupil. Rather, I find that substantial increases in educational spending per pupil were linked to women's suffrage. Providing women with the right to vote can explain about 20% of the increase in per pupil spending from 1900 to 1930.
Choosing Alone? Peer Continuity Disparities in Choice-Based Enrollment Systems
Nicholas Mark, Sean Corcoran & Jennifer Jennings
Educational Researcher, forthcoming
Abstract:
We provide novel evidence on the broader impacts of school choice systems by quantifying disparities in peer continuity from middle to high school in New York City. We find that Black and Hispanic students and those in high-poverty neighborhoods attend high school with a much smaller fraction of their middle school or neighborhood peers than their White, Asian, and low-poverty neighborhood counterparts. Disparities also emerge in peer isolation: 27% and 20% of Black and Hispanic students transitioned with no other student from their middle school, while only 7% to 8% of White and Asian students did. Group differences in choice similarity, which in part reflects systematic variation in the number of local school options, drive this result.
The Value of Student Debt Relief and the Role of Administrative Barriers: Evidence from the Teacher Loan Forgiveness Program
Brian Jacob, Damon Jones & Benjamin Keys
NBER Working Paper, June 2023
Abstract:
We explore how much borrowers value student debt relief, in the setting of the federal Teacher Loan Forgiveness (TLF) program, and further document whether information and eligibility for this program affect teacher employment decisions. The program cancels between $5,000 and $17,500 in debt for teachers who remain employed in a high-need school for five consecutive years. Using both quasi-experimental evidence and a randomized control trial, we find that neither eligibility nor a targeted information intervention result in changes in teacher employment decisions, despite the presence of sizable student loan balances in our sample. Information was found, however, to increase application and receipt rates for teachers who had already accrued the five years of eligibility. Additional evidence from contingent valuation surveys suggests that teachers do in general value possible debt relief. Incorporating qualitative evidence from focus groups, we conclude that take-up may be constrained by program complexity and administrative barriers that involve knowing which schools qualify, tracking employment records, having employers sign off, and coordinating with loan servicers.
Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
Bingjie Chen et al.
Educational Policy, forthcoming
Abstract:
We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is now a requirement for teacher preparation program completion in Massachusetts. We find that candidates’ performance on the CAP significantly predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce, but it is not predictive of their value added to student test scores in these years. These findings suggest that the CAP captures aspects of candidates’ skills and competencies that are better reflected in their future performance evaluations than by their impacts on student performance.
Identification of Non-Additive Fixed Effects Models: Is the Return to Teacher Quality Homogeneous?
Jinyong Hahn, John Singleton & Neşe Yildiz
NBER Working Paper, June 2023
Abstract:
Panel or grouped data are often used to allow for unobserved individual heterogeneity in econometric models via fixed effects. In this paper, we discuss identification of a panel data model in which the unobserved heterogeneity both enters additively and interacts with treatment variables. We present identification and estimation methods for parameters of interest in this model under both strict and weak exogeneity assumptions. The key identification insight is that other periods' treatment variables are instruments for the unobserved fixed effects. We apply our proposed estimator to matched student-teacher data used to estimate value-added models of teacher quality. We show that the common assumption that the return to unobserved teacher quality is the same for all students is rejected by the data. We also present evidence that No Child Left Behind-era school accountability increased the effectiveness of teacher quality for lower performing students.
Local supply, temporal dynamics, and unrealized potential in teacher hiring
Jessalynn James, Matthew Kraft & John Papay
Journal of Policy Analysis and Management, forthcoming
Abstract:
We explore the dynamics of competitive search in the K–12 public education sector. Using detailed panel data on teacher hiring from Boston Public Schools, we document how teacher labor supply varies substantially across vacancies even within a single district depending on position type, school characteristics, and the timing of job postings. We find that early-posted positions are more likely to be filled and end up securing new hires that are better qualified, more effective, and more likely to remain at a school. In contrast, the number of applicants to a position is largely unassociated with hire quality, suggesting that schools may struggle to identify and select the best candidates even when there is a large pool of qualified applicants. These patterns persist even when we restrict comparisons to only positions within an individual school using school fixed effects. Our findings point to substantial unrealized potential for improving teacher hiring.
Collective Bargaining Agreement Restrictiveness in Unionized Charter Schools
Bradley Marianno, David Woo & Kate Kennedy
Educational Policy, forthcoming
Abstract:
Although charter schools are frequently afforded flexibility from many state laws that govern traditional public schools, a growing number of charter school teachers have now unionized and introduced collective bargaining to the charter sector. Using data from a detailed content analysis of teacher CBAs from California, we compare the restrictiveness of CBAs in 75 unionized charter bargaining units to the restrictiveness of CBAs in 31 nearest neighbor traditional public school district bargaining units. We find that independent charter CBAs are much more flexible than the CBAs of traditional public school districts, but charter school CBAs of bargaining units combined with traditional public school districts are comparably restrictive.