School Crossing
School Choice, School Quality and Postsecondary Attainment
David Deming et al.
NBER Working Paper, September 2011
Abstract:
We study the impact of a public school choice lottery in Charlotte-Mecklenburg (CMS) on postsecondary attainment. We match CMS administrative records to the National Student Clearinghouse (NSC), a nationwide database of college enrollment. Among applicants with low-quality neighborhood schools, lottery winners are more likely than lottery losers to graduate from high school, attend a four-year college, and earn a bachelor's degree. They are twice as likely to earn a degree from an elite university. The results suggest that school choice can improve students' longer-term life chances when they gain access to schools that are better on observed dimensions of quality.
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Marcus Winters
Economics of Education Review, forthcoming
Abstract:
This paper uses student level data from New York City to study the relationship between a public school losing enrollment to charter school competitors and the academic achievement of students who remain enrolled in it. Geographic measures most often used to study the effect of school choice policies on public school student achievement are not well suited for densely populated urban environments. I adopt a direct approach and measure charter school exposure as the percentage of a public school's students who exited for a charter school at the end of the previous year. Depending on model specification, I find evidence that students in schools losing more students to charter schools either are unaffected by the competitive pressures of the choice option or benefit mildly in both math and English.
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Local Autonomy versus State Constraints: Balancing Evolution and Creationism in U.S. High Schools
Michael Berkman & Eric Plutzer
Publius, October 2011, Pages 610-635
Abstract:
Do state curricular standards and examinations constrain the behavior of public school teachers? More specifically, do they interfere with teachers' responsiveness to local district preferences? We explore these questions in the highly contested arena of instruction in evolutionary biology. Drawing upon an original national survey of high school biology teachers, we find that their classroom practices conform to community preferences. This responsiveness occurs largely through a process of assortative employment. However, we show that teachers are less responsive to public opinion when state curricular standards are supported by high-stakes testing. We therefore offer a general model of how policy implementation can be influenced by local community sentiment and, more generally, how the architecture of public policy can attenuate responsiveness to local public opinion.
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Roland Fryer
NBER Working Paper, October 2011
Abstract:
The racial achievement gap in education is an important social problem to which decades of research have yielded no scalable solutions. Recent evidence from "No Excuses" charter schools - which demonstrates that some combination of school inputs can educate the poorest minority children - offers a guiding light. In the 2010-2011 school year, we implemented five strategies gleaned from best practices in "No Excuses" charter schools - increased instructional time, a more rigorous approach to building human capital, more student-level differentiation, frequent use of data to inform instruction, and a culture of high expectations - in nine of the lowest performing middle and high schools in Houston, Texas. We show that the average impact of these changes on student achievement is 0.276 standard deviations in math and 0.059 standard deviations in reading, which is strikingly similar to reported impacts of attending the Harlem Children's Zone and Knowledge is Power Program schools - two strict "No Excuses" adherents. The paper concludes with a speculative discussion of the scalability of the experiment.
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Salience in Quality Disclosure: Evidence from the U.S. News College Rankings
Michael Luca & Jonathan Smith
Harvard Working Paper, September 2011
Abstract:
How do rankings affect demand? This paper investigates the impact of college rankings, and the visibility of those rankings, on students' application decisions. Using natural experiments from U.S. News and World Report College Rankings, we present two main findings. First, we identify a causal impact of rankings on application decisions. When explicit rankings of colleges are published in U.S. News, a one-rank improvement leads to a 1-percentage-point increase in the number of applications to that college. Second, we show that the response to the information represented in rankings depends on the way in which that information is presented. Rankings have no effect on application decisions when colleges are listed alphabetically, even when readers are provided data on college quality and the methodology used to calculate rankings. This finding provides evidence that the salience of information is a central determinant of a firm's demand function, even for purchases as large as college attendance.
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Re-examining the Impact of Dropping out on Criminal and Labor Outcomes in Early Adulthood
David Bjerk
Economics of Education Review, forthcoming
Abstract:
This paper shows that while high school dropouts fare far worse on average than otherwise similar high school completers in early adulthood outcomes such as success in the labor market and future criminal activity, there are important differences within this group of dropouts. Notably, those who feel "pulled" out of school (i.e, they say they dropped out of school to work or take care of family) do similarly with respect to labor market and criminal outcomes in their early twenties to individuals with similar pre-dropout characteristics who complete high school. It is only those who feel they are more "pushed" out of school (i.e, they say they drop out for other reasons including expulsion, poor grades, moving, and not liking school) who do substantially worse than otherwise similar high school completers. These results suggest that any detrimental impacts from dropping out of school arise primarily when the drop out does not have a plan for how to use his time after dropping out.
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School District Quality and Property Values: Examining Differences along School District Boundaries
Paramita Dhar & Stephen Ross
Journal of Urban Economics, forthcoming
Abstract:
Examining differences across school district boundaries rather than school attendance zone boundaries has several advantages. These advantages include being applicable when attendance zones are not available or less relevant to educational outcomes as arises with within district school choice and for examining the effect of factors like school spending or property taxes that do not vary within districts. However, school district boundaries have often been in place for many years allowing households to sort based on school quality and potentially creating distinct neighborhoods on either side of boundaries. We estimate models of housing prices using repeated cross-sections of housing transactions near school district boundaries in Connecticut. These models exploit changes over time to control for across boundary differences in neighborhood quality. We find significant effects of test scores on property values, but those effects are notably smaller than both OLS and traditional boundary fixed effects estimates.
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Human Capital and Technological Transition: Insights from the U.S. Navy
Darrell Glaser & Ahmed Rahman
Journal of Economic History, September 2011, Pages 704-729
Abstract:
We explore the effects of human capital on workers during the latter nineteenth century by examining the U.S. Navy. Naval officers belonged either to a regular or an engineer corps and had tasks assigned for their specialized training. We compile education and career data for officers from Naval Academy and navy registers for the years 1858 to 1907. Wage premia for "engineer-skilled" officers deteriorated over their careers; more traditionally skilled officers enjoyed higher gains in earnings and more frequent promotions. This compelled those with engineering skills to leave the service early, hindering the navy's capacity to further technologically develop.
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Fiscal effects of budget referendums: Evidence from New York school districts
Phuong Nguyen-Hoang
Public Choice, forthcoming
Abstract:
This paper provides empirical evidence on how budget referendums affect school inputs by taking advantage of an exogenous enactment of budget referendums for small city school districts (SCSDs) in New York State in 1998. The paper shows that SCSDs reduce instructional spending and increase student-teacher ratios while preserving administrative spending in response to budget referendums. These empirical findings are obtained by difference-in-differences estimations on data processed with propensity score matching, and the results are robust to sensitivity analysis.
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Does Head Start Do Any Lasting Good?
Chloe Gibbs, Jens Ludwig & Douglas Miller
NBER Working Paper, September 2011
Abstract:
Head Start is a federal early childhood intervention designed to reduce disparities in preschool outcomes. The first randomized experimental study of Head Start, the National Head Start Impact Study (NHSIS), found impacts on academic outcomes of .15 to .3 standard deviations measured at the end of the program year, although the estimated impacts were no longer significant when measured at the end of kindergarten or first grade. Assessments that Head Start is ineffective based on the NHSIS results are in our view premature, given our currently limited understanding of how and why early childhood education improves long-term life chances. Many of the specific changes to Head Start that have been proposed could potentially wind up doing more harm than good.
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Closing Schools in a Shrinking District: Do Student Outcomes Depend on Which Schools are Closed?
John Engberg et al.
Journal of Urban Economics, forthcoming
Abstract:
In the last decade, many cities around the country have needed to close schools due to declining enrollments and low achievement. School closings raise concerns about the possible negative impacts on student achievement, neighborhoods, families, and teaching staff. This study examines an anonymous urban district that, faced with declining enrollment, chose to make student achievement a major criterion in determining which schools would be closed. The district targeted low-performing schools in its closure plan, and sought to move their students to higher-performing schools. We estimate the impact of school closures on student test scores and attendance rates by comparing the growth of these measures among students differentially affected by the closures. We use residential assignment to school as an instrument to address non-random sorting of students into new schools. We also statistically control for the contemporaneous effects of other reforms within the district. Results show that students displaced by school closures can experience adverse effects on test scores and attendance, but these effects can be minimized when students move to schools that are higher-performing (in value-added terms). Moreover, the negative effect on attendance disappears after the first year in the new school. Meanwhile, we find no adverse effects on students in the schools that are receiving the transferring students.
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Michael Hilmer & Christiana Hilmer
Economics of Education Review, forthcoming
Abstract:
We examine the degree to which measures of student tastes and motivations are associated with the outcomes of three important higher education decisions and subsequent annual earnings. Within a sample of nearly 9,000 students from the Baccalaureate and Beyond, we find that these measures are correlated with college type, college major, and highest postgraduate degree earned in generally predictable ways. For instance, students claiming it important to be well-off financially are significantly more likely to attend top public universities and major in Business or Engineering while students claiming it important to live near family are significantly less likely to attend top quality private institutions and significantly more likely to major in Education.
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From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools
Katherine Barghaus & Erling Boe
American Journal of Education, November 2011, Pages 57-86
Abstract:
Key legislative objectives of charter schools are to provide more school and classroom options, increase teacher influence over decision making, and increase school autonomy from state and district policy. Using national data from the 2003-4 School and Staffing Survey, we found that charter schools attained these legislative objectives when compared with regular schools, although increases in teacher influence and school autonomy were modest. Although charter schools have been implemented much as intended by legislation, other research has shown that charter schools in general have not improved student achievement - a major objective of charter school legislation. Our results suggest that this cannot be attributed to a failure to implement the charter school concept with respect to the legislative objectives examined.
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Stephen Machin, Kjell Salvanes & Panu Pelkonen
Journal of the European Economic Association, forthcoming
Abstract:
We show that the length of compulsory education has a causal impact on regional labor mobility. We reach this conclusion from an analysis of a quasi-exogenous staged Norwegian school reform, using register data on the whole population. Based on the results, we conclude that part of the US-Europe difference, as well as the European North-South difference in labor mobility, is likely to be due to differences in levels of education in the respective regions.