Candidate for Admission
Explaining Charter School Effectiveness
Joshua Angrist, Parag Pathak & Christopher Walters
NBER Working Paper, August 2011
Abstract:
Estimates using admissions lotteries suggest that urban charter schools boost student achievement, while charter schools in other settings do not. We explore student-level and school-level explanations for these differences using a large sample of Massachusetts charter schools. Our results show that urban charter schools boost achievement well beyond ambient non-charter levels (that is, the average achievement level for urban non-charter students), and beyond non-urban achievement in math. Student demographics explain some of these gains since urban charters are most effective for non-whites and low-baseline achievers. At the same time, non-urban charter schools are uniformly ineffective. Our estimates also reveal important school-level heterogeneity in the urban charter sample. A non-lottery analysis suggests that urban schools with binding, well-documented admissions lotteries generate larger score gains than under-subscribed urban charter schools with poor lottery records. We link the magnitude of charter impacts to distinctive pedagogical features of urban charters such as the length of the school day and school philosophy. The relative effectiveness of urban lottery-sample charters is accounted for by over-subscribed urban schools' embrace of the No Excuses approach to education.
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Valuing the Benefits of the Education Provided by Public Universities: A Case Study of Minnesota
Amy Damon & Paul Glewwe
Economics of Education Review, forthcoming
Abstract:
This study estimates the value of the private and public benefits that accrue to Minnesota residents from state government subsidies to higher education. In 2005, the University of Minnesota and the Minnesota State Colleges and Universities system received $832 million from Minnesota's state government to support educational programs. These subsidies allow these institutions to offer lower tuition rates, increasing the number of Minnesotans with bachelor and graduate degrees. We calculate that removing these subsidies would eventually lead to 14,000 fewer graduate degree holders in Minnesota, and reduce those with bachelor's degrees or "some college" by 42,000. The annual economic cost of these subsidies is about $326 million; this is less than annual state appropriations because most of those appropriations are income transfers from taxpayers to students, not an economic cost. We estimate that the annual value of the benefits of these subsidies is between $531 and $786 million ($381 and $570 million) when a 3 percent (5 percent) discount rate is used. We also discuss some of the income distribution consequences.
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The Rise of Choice in the U.S. University and College: 1910-2005
Karen Jeong Robinson
Sociological Forum, September 2011, Pages 601-622
Abstract:
Over the twentieth century, the curriculum in U.S. universities and colleges was restructured around the individual rather than a set body of knowledge. This is evidenced in the shift from a prescribed curriculum often classical in orientation to the elective system. This article explores these changes and tests whether broader economic factors or institutional cultural factors affect these changes. I argue that the shift from prescribed to elective curricula is due to the institutionalization of the individual in society, the process in which the individual person is increasingly culturally defined and legitimated as the primary actor of reality. I use longitudinal regression models to identify the broader social sources of curricular change for a sample of 30 universities between 1910 and 2005. The findings support my argument that a key condition that led to the decline of prescription and the rise of choice is the institutionalization of the individual. I also find that student enrollment has a significant effect on the structure of the curriculum. I find some support that the socioeconomic status of students matters in affecting the university discourse on the centrality of the student. Little support is given to explanations that emphasize interorganizational competition and economic differentiation.
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Social identity as a determinant of college enrollment
Jason Fletcher
Rationality and Society, August 2011, Pages 267-303
Abstract:
This paper combines ideas from several branches of the social sciences into an economic model of college enrollment, following recent theoretical work by Akerlof and Kranton (2002). Basic to the model are notions of 'fitting in,' social status, and investments in human capital during high school. After using the NELS data and maximum likelihood estimation to uncover the behavioral parameters of the model, I predict the effects of 'economic' and 'social' policy interventions. I find that policies implemented during high school are often too late to reduce disparities in college enrollments; the exceptions are policies that shape adolescents' social environments.
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Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior
Elisabetta Gentile & Scott Imberman
NBER Working Paper, August 2011
Abstract:
Uniform use in public schools is rising, but we know little about how they affect students. Using a unique dataset from a large urban school district in the southwest United States, we assess how uniforms affect behavior, achievement and other outcomes. Each school in the district determines adoption independently, providing variation over schools and time. By including student and school fixed-effects we find evidence that uniform adoption improves attendance in secondary grades, while in elementary schools they generate large increases in teacher retention.
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An Examination of Compulsory School Attendance Ages and High School Dropout and Completion
Rebecca Landis & Amy Reschly
Educational Policy, September 2011, Pages 719-761
Abstract:
An increasingly popular, but underresearched, initiative aimed at reducing high school dropout is raising the compulsory school attendance age. This study used a national data set from academic years 2001-02 to 2005-06 to examine the grade level at which students drop out, rates of dropout over time, and high school completion by state, region of the country, and compulsory school attendance ages of 16, 17, and 18. Results indicated that the compulsory school attendance age had a small relationship with the timing of dropout but no meaningful relationship with high school graduation. Also, no discernible pattern of reductions in drop-out rates was evident for states that raised their attendance ages. Implications and the effective prevention strategies are discussed.
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Franz Buscha et al.
Oxford Bulletin of Economics and Statistics, forthcoming
Abstract:
Using American panel data from the National Education Longitudinal Study of 1988, this article investigates the effect of working during grade 12 on attainment. We employ, for the first time in the related literature, a semiparametric propensity score matching approach combined with difference-in-differences. We address selection on both observables and unobservables associated with part-time work decisions, without the need for instrumental variable. Once such factors are controlled for, little to no effects on reading and math scores are found. Overall, our results therefore suggest a negligible academic cost from part-time working by the end of high school.
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School Innovation in District Context: Comparing Traditional Public Schools and Charter Schools
Courtney Preston et al.
Economics of Education Review, forthcoming
Abstract:
Market reforms in education are part of the educational policy landscape in many countries. Central to arguments for market reforms is the idea that competition and choice will spur changes in schools to be more innovative, which in turn will lead to better student outcomes. We define innovation in terms of a practice's relative prevalence in a local district context. A charter school is innovative in its use of a practice if the traditional public schools in its local school district are not using that practice. We explore factors based on arguments for charter schools that may affect a charter schools' propensity toward innovation to explain variation in levels of innovation across charter schools. We find that, on the whole, charter schools do not fulfill their promise of innovation. Teacher tenure is the most notable exception. Parental involvement is the only characteristic of charter schools that significantly predicts variation in levels of organizational innovativeness.
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Suburbanization, demographic change and the consequences for school finance
David Figlio & Deborah Fletcher
Journal of Public Economics, forthcoming
Abstract:
The existing literature on the relationship between the share of elderly in a community and the support for local public education has led to mixed results to date. One potential reason behind this is that the share of elderly in a community is endogenous, and it is very difficult to disentangle the effects of individuals aging in place from that of dynamic Tiebout sorting. The point of this paper is to carefully document the degree to which aging in place has occurred in the American suburbs, and to estimate the degree to which it has influenced school finance once the initial settlers of these suburbs were no longer the parents of school-aged children. We hand-match data from the 1950 and 1960 Censuses of Population and Housing to more recent data to link postwar suburban development to later school finance. Using a novel method for identifying the causal effects of aging in place, we find that the percentage of elderly adults in a school district is negatively related to the level of support for public schooling, and that this is particularly true for school districts in metropolitan areas where the school-aged population is more heavily nonwhite relative to the elderly population.
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Di Xu & Shanna Smith Jaggars
Educational Evaluation and Policy Analysis, September 2011, Pages 360-377
Abstract:
Although online learning is rapidly expanding in the community college setting, there is little evidence regarding its effectiveness among community college students. In the current study, the authors used a statewide administrative data set to estimate the effects of taking one's first college-level math or English course online rather than face to face, in terms of both course retention and course performance. Several empirical strategies were used to minimize the effects of student self-selection, including multilevel propensity score. The findings indicate a robust negative impact of online course taking for both subjects. Furthermore, by comparing the results of two matching methods, the authors conclude that within-school matching on the basis of a multilevel model addresses concerns regarding selection issues more effectively than does traditional propensity score matching across schools.
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The Elite Illusion: Achievement Effects at Boston and New York Exam Schools
Atila Abdulkadiroglu, Joshua Angrist & Parag Pathak
NBER Working Paper, July 2011
Abstract:
Talented students compete fiercely for seats at Boston and New York exam schools. These schools are characterized by high levels of peer achievement and a demanding curriculum tailored to each district's highest achievers. While exam school students clearly do very well in school, the question of whether an exam school education adds value relative to a regular public education remains open. We estimate the causal effect of exam school attendance using a regression-discontinuity design, reporting both parametric and non-parametric estimates. We also develop a procedure that addresses the potential for confounding in regression-discontinuity designs with multiple, closely-spaced admissions cutoffs. The outcomes studied here include scores on state standardized achievement tests, PSAT and SAT participation and scores, and AP scores. Our estimates show little effect of exam school offers on most students' achievement in most grades. We use two-stage least squares to convert reduced form estimates of the effects of exam school offers into estimates of peer and tracking effects, arguing that these appear to be unimportant in this context. On the other hand, a Boston exam school education seems to have a modest effect on high school English scores for minority applicants. A small group of 9th grade applicants also appears to do better on SAT Reasoning. These localized gains notwithstanding, the intense competition for exam school seats does not appear to be justified by improved learning for a broad set of students.
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Keeping up with the Joneses: Institutional changes following the adoption of a merit aid policy
Amanda Griffith
Economics of Education Review, October 2011, Pages 1022-1033
Abstract:
The increasing use by private colleges and universities of financial aid based on "merit", as opposed to based solely on financial need has caused many to raise concerns that this type of aid will go mainly to higher income students crowding out aid to lower income students. However, some analysts suggest that by attracting more "almost full-paying" students through the use of merit aid, institutions will have more financial resources that they can use to increase their financial aid to low-income students and thus their enrollment. Results using data from the College Board's Annual Survey of Colleges and other secondary data sources suggest that the increased use of merit aid is associated with a decrease in enrollment of low-income and minority students, particularly at more selective institutions. Middle and bottom tier colleges may be offsetting costs with tuition increases, as the introduction of merit aid is accompanied by an increase in net costs.
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Exam High Schools and Academic Achievement: Evidence from New York City
Will Dobbie & Roland Fryer
NBER Working Paper, August 2011
Abstract:
Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide the first causal estimate of the impact of attending an exam school in the United States on longer term academic outcomes. Attending an exam school increases the rigor of high school courses taken and the probability that a student graduates with an advanced high school degree. Surprisingly, however, attending an exam school has little impact on Scholastic Aptitude Test scores, college enrollment, or college graduation -- casting doubt on their ultimate long term impact.
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Effectiveness and Retention of Teachers with Prior Career Experience
Donald Boyd et al.
Economics of Education Review, forthcoming
Abstract:
As schools and districts seek to recruit teachers, individuals in non-teaching professions are an appealing possible pool. These potential teachers come with work experience and may have expertise that would serve them well in the classroom. While there has been substantial rhetoric assailing the virtues of teachers with prior professional experience, no research that we know of has assessed the effectiveness of these teachers in terms of student learning. This study uses data from New York City to assess the relative effectiveness and retention of career-switchers. It provides some evidence that these teachers are no more effective than other new teachers, and, in fact, they appear to be less effective at raising math scores of elementary and middle school students. There is little difference in overall transfer or leave rates between teachers with prior experience and other teachers, although career-switchers from college recommended programs do appear more likely to transfer schools.
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Deven Carlson, Geoffrey Borman & Michelle Robinson
Educational Evaluation and Policy Analysis, September 2011, Pages 378-398
Abstract:
Analyzing mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states, the authors estimate the 1-year impacts of a data-driven reform initiative implemented by the Johns Hopkins Center for Data-Driven Reform in Education (CDDRE). CDDRE consultants work with districts to implement quarterly student benchmark assessments and provide district and school leaders with extensive training on interpreting and using the data to guide reform. Relative to a control condition, in which districts operated as usual without CDDRE services, the data-driven reform initiative caused statistically significant districtwide improvements in student mathematics achievement. The CDDRE intervention also had a positive effect on reading achievement, but the estimates fell short of conventional levels of statistical significance.
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Do colleges cultivate critical thinking, problem solving, writing and interpersonal skills?
Anna Rosefsky Saavedra & Juan Esteban Saavedra
Economics of Education Review, forthcoming
Abstract:
We investigate how much value college enrollment adds to students' critical thinking, problem-solving and communication skills, and the role college inputs play in developing these competencies, using data from a 2009 collegiate assessment pilot study in Colombia. Relative to observationally similar first year students, students in their final year of college score about half of a standard deviation higher, with statistically significant higher scores on every individual component of the test. Sensitivity analyses indicate that results are robust to validity threats posed by selection bias. Students in private colleges exhibit significantly higher overall test score differences. Measures of college quality such as selectivity, rankings based on reputation, share of faculty with PhD, share of full-time faculty and expenditures per student, however, are not meaningfully associated with higher test score differences between last and first year students.