Recent controversies have highlighted the importance of local school district governance, but little empirical evidence exists evaluating the quality of district policymakers or policies. In this paper, we take a novel approach to assessing school district decision-making. We posit a model of rational decision-making under uncertainty that emphasizes districts learning over time. We test the predictions from the model using data on a set of highly visible and consequential decisions facing school district leaders—the choice of learning mode during the 2020-21 school year. We find that district behavior is consistent with a Bayesian learning process in several key respects. Districts respond on the margin to health risks: all else equal, a marginal increase in new cases reduces the probability that a district offers in-person instruction the next week. This negative response is magnified when the district was in-person the prior week and attenuates in magnitude over the school year, suggesting districts learn from experience about the effect of in-person learning on disease transmission in schools. We also find evidence that districts are influenced by the learning mode decisions of peer districts, but not their peers' experiences with in-person instruction and disease transmission, which implies that some important frictions exist.
{"title":"Assessing School District Decision-Making: In-Person Schooling and COVID-19 Transmission","authors":"Alvin Christian, Brian Jacob, John D. Singleton","doi":"10.1162/edfp_a_00433","DOIUrl":"https://doi.org/10.1162/edfp_a_00433","url":null,"abstract":"\u0000 Recent controversies have highlighted the importance of local school district governance, but little empirical evidence exists evaluating the quality of district policymakers or policies. In this paper, we take a novel approach to assessing school district decision-making. We posit a model of rational decision-making under uncertainty that emphasizes districts learning over time. We test the predictions from the model using data on a set of highly visible and consequential decisions facing school district leaders—the choice of learning mode during the 2020-21 school year. We find that district behavior is consistent with a Bayesian learning process in several key respects. Districts respond on the margin to health risks: all else equal, a marginal increase in new cases reduces the probability that a district offers in-person instruction the next week. This negative response is magnified when the district was in-person the prior week and attenuates in magnitude over the school year, suggesting districts learn from experience about the effect of in-person learning on disease transmission in schools. We also find evidence that districts are influenced by the learning mode decisions of peer districts, but not their peers' experiences with in-person instruction and disease transmission, which implies that some important frictions exist.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Situating Leadership at the Center of Education Finance and Policy","authors":"Jason A. Grissom","doi":"10.1162/edfp_a_00425","DOIUrl":"https://doi.org/10.1162/edfp_a_00425","url":null,"abstract":"","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140787057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper I study how school desegregation by race following Brown v. Board of Education affected White individuals' racial attitudes and politics in adulthood. I use geocoded nationwide data from the General Social Survey and difference-in-differences to identify causal impacts. Integration significantly reduced White individuals' political conservatism as adults in the U.S. South but not elsewhere. I observe similar effect heterogeneity for attitudes towards Black individuals and policies promoting racial equity, but (positive) impacts and geographic variation are smaller in magnitude relative to those observed for conservatism. Investigations into mechanisms suggest that this heterogeneity may depend on the effectiveness of integration policies. In the south, White-Black exposure was greater following desegregation, and White disenrollment was lower. Finally, I demonstrate that results are robust to concerns of bias resulting from potential non-random in- and out-mobility of individuals into integrating contexts. My study provides the first causal evidence on how theories concerning intergroup contact and racial attitudes (i.e., the contact hypothesis) may have applied to school contexts following historic court mandates to desegregate.
在本文中，我研究了布朗诉教育委员会案之后，学校取消种族隔离对白人成年后的种族态度和政治有何影响。我使用了 "一般社会调查"（General Social Survey）中的全国地理编码数据和差分法（differences-in-differences）来确定因果影响。在美国南部，融合大大降低了白人成年后的政治保守主义，而在其他地区则没有。在对黑人的态度和促进种族公平的政策方面，我也观察到了类似的异质性影响，但相对于保守主义的影响，（正面）影响和地域差异的程度较小。对机制的研究表明，这种异质性可能取决于融合政策的有效性。在南方，取消种族隔离后，白人与黑人的接触更多，而白人退学率更低。最后，我证明了研究结果是可靠的，不会因个人可能非随机地进入或离开融合环境而产生偏差。我的研究为有关群体间接触和种族态度的理论（即接触假说）如何适用于历史上法院强制取消种族隔离后的学校环境提供了第一个因果证据。
{"title":"The Impact of School Desegregation on White Individuals' Racial Attitudes and Politics in Adulthood","authors":"Mark J. Chin","doi":"10.1162/edfp_a_00428","DOIUrl":"https://doi.org/10.1162/edfp_a_00428","url":null,"abstract":"\u0000 In this paper I study how school desegregation by race following Brown v. Board of Education affected White individuals' racial attitudes and politics in adulthood. I use geocoded nationwide data from the General Social Survey and difference-in-differences to identify causal impacts. Integration significantly reduced White individuals' political conservatism as adults in the U.S. South but not elsewhere. I observe similar effect heterogeneity for attitudes towards Black individuals and policies promoting racial equity, but (positive) impacts and geographic variation are smaller in magnitude relative to those observed for conservatism. Investigations into mechanisms suggest that this heterogeneity may depend on the effectiveness of integration policies. In the south, White-Black exposure was greater following desegregation, and White disenrollment was lower. Finally, I demonstrate that results are robust to concerns of bias resulting from potential non-random in- and out-mobility of individuals into integrating contexts. My study provides the first causal evidence on how theories concerning intergroup contact and racial attitudes (i.e., the contact hypothesis) may have applied to school contexts following historic court mandates to desegregate.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fuzzy regression-discontinuity evaluations of college remediation often find negative and null estimates of local average treatments effects (LATEs), but with substantial heterogeneity. We find that a remedial quantitative skills course at Wellesley College has a modestly positive LATE on participation in STEEM courses. Yet, LATEs are a weighted average of average causal effects (at the passing cutoff) in two principal strata: students who voluntarily comply with remediation, and those who are coerced to comply after scoring below the cutoff on an optional retest. In the retest sample, we show that average causal effects are close to zero among (1) coerced compliers, and (2) never-takers. By implication, there are even larger effects among a smaller group of voluntary compliers at the cutoff. The results help interpret the mixed findings in the literature—in which compliance varies widely—and demonstrate methods for assessing external validity in fuzzy-discontinuity designs.
对大学补习课程进行模糊回归-不连续评估时，经常会发现局部平均治疗效果（LATE）的估计值为负或为零，但存在很大的异质性。我们发现，韦尔斯利学院的定量技能补习课程对参加 STEEM 课程的 LATE 有适度的正向影响。然而，LATEs 是平均因果效应（在及格线上）在两个主要阶层的加权平均值：自愿接受补习的学生和在可选重测中得分低于及格线而被迫接受补习的学生。在重测样本中，我们发现以下两类学生的平均因果效应接近于零：(1) 被迫接受补习的学生；(2) 从未接受补习的学生。这意味着，在截止日期的一小部分自愿服从者中，因果效应甚至更大。这些结果有助于解释文献中参差不齐的研究结果--遵守情况差异很大--并展示了在模糊不连续设计中评估外部有效性的方法。
{"title":"The External Validity of College Remediation Effects: Caveats about Compliers in Fuzzy-Discontinuity Designs","authors":"Lucy Cordes, Patrick McEwan, Akila Weerapana","doi":"10.1162/edfp_a_00426","DOIUrl":"https://doi.org/10.1162/edfp_a_00426","url":null,"abstract":"\u0000 Fuzzy regression-discontinuity evaluations of college remediation often find negative and null estimates of local average treatments effects (LATEs), but with substantial heterogeneity. We find that a remedial quantitative skills course at Wellesley College has a modestly positive LATE on participation in STEEM courses. Yet, LATEs are a weighted average of average causal effects (at the passing cutoff) in two principal strata: students who voluntarily comply with remediation, and those who are coerced to comply after scoring below the cutoff on an optional retest. In the retest sample, we show that average causal effects are close to zero among (1) coerced compliers, and (2) never-takers. By implication, there are even larger effects among a smaller group of voluntary compliers at the cutoff. The results help interpret the mixed findings in the literature—in which compliance varies widely—and demonstrate methods for assessing external validity in fuzzy-discontinuity designs.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Workplace learning in vocational education and training (VET) is often claimed to be an important metric to define ‘high quality’ programs, but outcomes beyond initial employment are not well understood. In this study, we estimate outcomes of upper-secondary school VET programs with different levels of workplace learning in Australia — solely classroom-based, classroom-based with a workplace learning component and training with an employment contract (apprenticeship/traineeships). Outcomes of students in each of these vocational programs are compared to outcomes of student who do not enrol up to seven years later. We use data from 2003, 2006 and 2009 PISA participants who are tracked through an annual survey, adjusting for differences in student test scores, socio-economic characteristics, post-secondary aspirations and school and peer characteristics. Our results suggest short-term labour market benefits that disappear by year seven out from school. However, among those who go onto further study after school, VET with workplace learning is associated with positive outcomes up to year seven. These include 5-10 ppt. higher rates of full-time employment, 7-10 ppt. higher reported rates of career job attainment and 0.14 standard deviation higher job satisfaction. Suggestive evidence indicates that workplace learning may provide job market information and/or employer contacts that help students find good post-secondary pathways in education and training.
{"title":"Finding the Right Track: Payoffs to Vocational Education Programs with Workplace Learning","authors":"Julie Moschion, C. Polidano","doi":"10.1162/edfp_a_00427","DOIUrl":"https://doi.org/10.1162/edfp_a_00427","url":null,"abstract":"\u0000 Workplace learning in vocational education and training (VET) is often claimed to be an important metric to define ‘high quality’ programs, but outcomes beyond initial employment are not well understood. In this study, we estimate outcomes of upper-secondary school VET programs with different levels of workplace learning in Australia — solely classroom-based, classroom-based with a workplace learning component and training with an employment contract (apprenticeship/traineeships). Outcomes of students in each of these vocational programs are compared to outcomes of student who do not enrol up to seven years later. We use data from 2003, 2006 and 2009 PISA participants who are tracked through an annual survey, adjusting for differences in student test scores, socio-economic characteristics, post-secondary aspirations and school and peer characteristics. Our results suggest short-term labour market benefits that disappear by year seven out from school. However, among those who go onto further study after school, VET with workplace learning is associated with positive outcomes up to year seven. These include 5-10 ppt. higher rates of full-time employment, 7-10 ppt. higher reported rates of career job attainment and 0.14 standard deviation higher job satisfaction. Suggestive evidence indicates that workplace learning may provide job market information and/or employer contacts that help students find good post-secondary pathways in education and training.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Workplace learning in vocational education and training (VET) is often claimed to be an important metric to define ‘high quality’ programs, but outcomes beyond initial employment are not well understood. In this study, we estimate outcomes of upper-secondary school VET programs with different levels of workplace learning in Australia — solely classroom-based, classroom-based with a workplace learning component and training with an employment contract (apprenticeship/traineeships). Outcomes of students in each of these vocational programs are compared to outcomes of student who do not enrol up to seven years later. We use data from 2003, 2006 and 2009 PISA participants who are tracked through an annual survey, adjusting for differences in student test scores, socio-economic characteristics, post-secondary aspirations and school and peer characteristics. Our results suggest short-term labour market benefits that disappear by year seven out from school. However, among those who go onto further study after school, VET with workplace learning is associated with positive outcomes up to year seven. These include 5-10 ppt. higher rates of full-time employment, 7-10 ppt. higher reported rates of career job attainment and 0.14 standard deviation higher job satisfaction. Suggestive evidence indicates that workplace learning may provide job market information and/or employer contacts that help students find good post-secondary pathways in education and training.
{"title":"Finding the Right Track: Payoffs to Vocational Education Programs with Workplace Learning","authors":"Julie Moschion, C. Polidano","doi":"10.1162/edfp_a_00427","DOIUrl":"https://doi.org/10.1162/edfp_a_00427","url":null,"abstract":"\u0000 Workplace learning in vocational education and training (VET) is often claimed to be an important metric to define ‘high quality’ programs, but outcomes beyond initial employment are not well understood. In this study, we estimate outcomes of upper-secondary school VET programs with different levels of workplace learning in Australia — solely classroom-based, classroom-based with a workplace learning component and training with an employment contract (apprenticeship/traineeships). Outcomes of students in each of these vocational programs are compared to outcomes of student who do not enrol up to seven years later. We use data from 2003, 2006 and 2009 PISA participants who are tracked through an annual survey, adjusting for differences in student test scores, socio-economic characteristics, post-secondary aspirations and school and peer characteristics. Our results suggest short-term labour market benefits that disappear by year seven out from school. However, among those who go onto further study after school, VET with workplace learning is associated with positive outcomes up to year seven. These include 5-10 ppt. higher rates of full-time employment, 7-10 ppt. higher reported rates of career job attainment and 0.14 standard deviation higher job satisfaction. Suggestive evidence indicates that workplace learning may provide job market information and/or employer contacts that help students find good post-secondary pathways in education and training.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fuzzy regression-discontinuity evaluations of college remediation often find negative and null estimates of local average treatments effects (LATEs), but with substantial heterogeneity. We find that a remedial quantitative skills course at Wellesley College has a modestly positive LATE on participation in STEEM courses. Yet, LATEs are a weighted average of average causal effects (at the passing cutoff) in two principal strata: students who voluntarily comply with remediation, and those who are coerced to comply after scoring below the cutoff on an optional retest. In the retest sample, we show that average causal effects are close to zero among (1) coerced compliers, and (2) never-takers. By implication, there are even larger effects among a smaller group of voluntary compliers at the cutoff. The results help interpret the mixed findings in the literature—in which compliance varies widely—and demonstrate methods for assessing external validity in fuzzy-discontinuity designs.
对大学补习课程进行模糊回归-不连续评估时，经常会发现局部平均治疗效果（LATE）的估计值为负或为零，但存在很大的异质性。我们发现，韦尔斯利学院的定量技能补习课程对参加 STEEM 课程的 LATE 有适度的正向影响。然而，LATEs 是平均因果效应（在及格线上）在两个主要阶层的加权平均值：自愿接受补习的学生和在可选重测中得分低于及格线而被迫接受补习的学生。在重测样本中，我们发现以下两类学生的平均因果效应接近于零：(1) 被迫接受补习的学生；(2) 从未接受补习的学生。这意味着，在截止日期的一小部分自愿服从者中，因果效应甚至更大。这些结果有助于解释文献中参差不齐的研究结果--遵守情况差异很大--并展示了在模糊不连续设计中评估外部有效性的方法。
{"title":"The External Validity of College Remediation Effects: Caveats about Compliers in Fuzzy-Discontinuity Designs","authors":"Lucy Cordes, Patrick McEwan, Akila Weerapana","doi":"10.1162/edfp_a_00426","DOIUrl":"https://doi.org/10.1162/edfp_a_00426","url":null,"abstract":"\u0000 Fuzzy regression-discontinuity evaluations of college remediation often find negative and null estimates of local average treatments effects (LATEs), but with substantial heterogeneity. We find that a remedial quantitative skills course at Wellesley College has a modestly positive LATE on participation in STEEM courses. Yet, LATEs are a weighted average of average causal effects (at the passing cutoff) in two principal strata: students who voluntarily comply with remediation, and those who are coerced to comply after scoring below the cutoff on an optional retest. In the retest sample, we show that average causal effects are close to zero among (1) coerced compliers, and (2) never-takers. By implication, there are even larger effects among a smaller group of voluntary compliers at the cutoff. The results help interpret the mixed findings in the literature—in which compliance varies widely—and demonstrate methods for assessing external validity in fuzzy-discontinuity designs.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Advanced Placement (AP) program is widely offered in American high schools and has been touted as a way to close racial and socioeconomic gaps in educational outcomes. Using administrative data from Michigan, I exploit variation within high schools across time in AP course offerings to identify the relationship between AP course availability, AP participation, and postsecondary outcomes. I find that students from non economically disadvantaged families, white and Asian students, and higher-achieving students are more likely to take advantage of additional AP courses when they are offered, thus widening existing gaps in course-taking. I find little evidence that additional AP availability is related to improved college outcomes for any students, with the exception of the most academically prepared students. Expanding access to AP courses without additional incentives or support for disadvantaged students to succeed is unlikely to address educational inequality.
美国高中广泛开设大学先修课程（AP），并将其作为缩小教育成果中种族和社会经济差距的一种方式。通过使用密歇根州的行政数据，我利用高中内部不同时期 AP 课程开设情况的差异，确定了 AP 课程开设情况、AP 参与情况和中学后学习成绩之间的关系。我发现，来自非经济弱势家庭的学生、白人和亚裔学生以及成绩较好的学生更有可能利用额外提供的先修课程，从而扩大选课方面的现有差距。除了学业准备最充分的学生之外，我几乎没有发现任何证据表明，额外的先修课程与任何学生大学成绩的提高有关。在没有额外激励或支持弱势学生成功学习的情况下，扩大 AP 课程的覆盖面不太可能解决教育不平等问题。
{"title":"The Advanced Placement Program and Educational Inequality","authors":"Stephanie Owen","doi":"10.1162/edfp_a_00424","DOIUrl":"https://doi.org/10.1162/edfp_a_00424","url":null,"abstract":"\u0000 The Advanced Placement (AP) program is widely offered in American high schools and has been touted as a way to close racial and socioeconomic gaps in educational outcomes. Using administrative data from Michigan, I exploit variation within high schools across time in AP course offerings to identify the relationship between AP course availability, AP participation, and postsecondary outcomes. I find that students from non economically disadvantaged families, white and Asian students, and higher-achieving students are more likely to take advantage of additional AP courses when they are offered, thus widening existing gaps in course-taking. I find little evidence that additional AP availability is related to improved college outcomes for any students, with the exception of the most academically prepared students. Expanding access to AP courses without additional incentives or support for disadvantaged students to succeed is unlikely to address educational inequality.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vivian Yuen Ting Liu, Rachel Yang Zhou, Jordan Matsudaira
The Pell Grant, while offering substantial financial support for low-income students pursuing higher education, historically covered only the costs of two full-time semesters per year and did not include assistance for summer courses. Research has consistently demonstrated that continuous enrollment throughout the academic year enhances college persistence and degree completion. In response to this understanding, the Summer Pell (SP) program was introduced in the summer of 2009, providing eligible low-income students with an additional grant to cover summer tuition and related expenses. However, after a brief period of operation, the SP program was discontinued in 2011, only to be reinstated in 2017. We utilize administrative data obtained from New York City in the context of differences-in-differences analyses spanning both program periods, and find that SP-eligible students exhibited a higher retention rate in the fall of their second year, achieved higher rates of associate's and bachelor's degree attainment, and experienced greater earnings gains up to nine years after college entry compared to SP-ineligible students. Our analysis of heterogeneity further underscores that the benefits of the SP program were pronounced among black students and older students.
{"title":"Six Years Later: Examining the Academic and Employment Outcomes of the Original and Reinstated Summer Pell","authors":"Vivian Yuen Ting Liu, Rachel Yang Zhou, Jordan Matsudaira","doi":"10.1162/edfp_a_00423","DOIUrl":"https://doi.org/10.1162/edfp_a_00423","url":null,"abstract":"\u0000 The Pell Grant, while offering substantial financial support for low-income students pursuing higher education, historically covered only the costs of two full-time semesters per year and did not include assistance for summer courses. Research has consistently demonstrated that continuous enrollment throughout the academic year enhances college persistence and degree completion. In response to this understanding, the Summer Pell (SP) program was introduced in the summer of 2009, providing eligible low-income students with an additional grant to cover summer tuition and related expenses. However, after a brief period of operation, the SP program was discontinued in 2011, only to be reinstated in 2017. We utilize administrative data obtained from New York City in the context of differences-in-differences analyses spanning both program periods, and find that SP-eligible students exhibited a higher retention rate in the fall of their second year, achieved higher rates of associate's and bachelor's degree attainment, and experienced greater earnings gains up to nine years after college entry compared to SP-ineligible students. Our analysis of heterogeneity further underscores that the benefits of the SP program were pronounced among black students and older students.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laurens de Croes, I. Cornelisz, C. van Klaveren, Nienke M. Ruijs
This paper presents evidence that students with special needs (SN) have no impact on the academic achievement of their peers in primary and secondary schools in the Netherlands. Administrative data is used on all Dutch students who are in their final grade of primary and secondary education in the years 2015-2018 and student and school fixed effect models are estimated to find this null finding. To establish if the results truly represent a null finding a conceptual framework for learning from null results is applied. These results support that the inclusion on students without SN has no impact: point estimates are precise and coefficients are generally insignificant and inconsistent in sign. Our results nuance recent empirical findings, and provide further evidence that, depending on the educational context, inclusive education can be implemented without harming the academic achievement of students without special needs.
本文提出证据表明，有特殊需求（SN）的学生对荷兰中小学同龄人的学业成绩没有影响。本文使用了 2015-2018 年所有荷兰中小学毕业班学生的行政数据，并对学生和学校的固定效应模型进行了估计，以发现这一无效结论。为了确定结果是否真正代表了零结果，应用了从零结果中学习的概念框架。这些结果证明，纳入无 SN 的学生没有影响：点估计是精确的，系数一般不显著，且符号不一致。我们的结果对近期的实证研究结果作了细微的调整，并进一步证明，根据不同的教育背景，全纳教育的实施不会损害无特殊需要学生的学业成绩。
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