Abstract We investigate the effects of private schools on reading and numeracy scores using rich population data. Conditional on lagged test scores and narrowly defined neighborhood indicators, Catholic and non-Christian faith private schools on average raise test scores by 0.18 standard deviation or more relative to the average public school, while non-Catholic Christian private schools have negligible effects. The effects of secular private “prep” schools are similar to those of Catholic schools, but selection bias is a greater concern in this case. We use school-specific estimates of effectiveness to investigate private school choice decisions and the determinants of private school effectiveness.
{"title":"Private Schools and Student Achievement","authors":"Ebrahim Azimi, Jane Friesen, Simon D. Woodcock","doi":"10.1162/edfp_a_00405","DOIUrl":"https://doi.org/10.1162/edfp_a_00405","url":null,"abstract":"Abstract We investigate the effects of private schools on reading and numeracy scores using rich population data. Conditional on lagged test scores and narrowly defined neighborhood indicators, Catholic and non-Christian faith private schools on average raise test scores by 0.18 standard deviation or more relative to the average public school, while non-Catholic Christian private schools have negligible effects. The effects of secular private “prep” schools are similar to those of Catholic schools, but selection bias is a greater concern in this case. We use school-specific estimates of effectiveness to investigate private school choice decisions and the determinants of private school effectiveness.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46147445","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}
Pub Date : 2023-06-02DOI: 10.1089/forensic.2023.0008.editorial
Nicole M. M. Novroski
Li Feng is a professor of economics at Texas State University. She has served as a Visiting Scholar in the Center for Education Policy Analysis at Stanford University and a Visiting Fellow at the Brookings Institution. Her research focuses on the economics of education, labor economics, and health economics, exploring topics such as teacher labor markets, school accountability, and collective bargaining agreements. Her research has been funded by the National Science Foundation, the Institute of Education Sciences, and the American Educational Research Association. She currently serves on the Board of Directors of the Association for Education and Finance Policy. She received her PhD in Economics and Education Specialist in Education (EdS) from Florida State University. Cassandra Hart is a professor of education policy in the School of Education at the University of California, Davis. She evaluates the effects of school, state, and national education programs, policies, and practices on overall student achievement, and on the equity of student outcomes. Her recent work has focused on online education in both K–12 schools and community colleges, school choice programs, school accountability policies, and effects on students of exposure to demographically similar teachers. She holds her PhD in Human Development and Social Policy from Northwestern University.
李峰是德克萨斯州立大学的经济学教授。她曾担任斯坦福大学教育政策分析中心的访问学者和布鲁金斯学会的访问学者。她的研究重点是教育经济学、劳动经济学和卫生经济学，探索教师劳动力市场、学校问责制和集体谈判协议等主题。她的研究得到了美国国家科学基金会、教育科学研究所和美国教育研究协会的资助。她目前担任the Association for Education and Finance Policy的董事。她在佛罗里达州立大学获得经济学和教育学博士学位。卡桑德拉·哈特(Cassandra Hart)是加州大学戴维斯分校教育学院的教育政策教授。她评估了学校、州和国家教育计划、政策和实践对学生整体成绩和学生成果公平性的影响。她最近的工作集中在K-12学校和社区大学的在线教育，学校选择计划，学校问责政策，以及接触人口统计学上相似的教师对学生的影响。她拥有西北大学人类发展和社会政策博士学位。
{"title":"Introducing the New Editorial Team","authors":"Nicole M. M. Novroski","doi":"10.1089/forensic.2023.0008.editorial","DOIUrl":"https://doi.org/10.1089/forensic.2023.0008.editorial","url":null,"abstract":"Li Feng is a professor of economics at Texas State University. She has served as a Visiting Scholar in the Center for Education Policy Analysis at Stanford University and a Visiting Fellow at the Brookings Institution. Her research focuses on the economics of education, labor economics, and health economics, exploring topics such as teacher labor markets, school accountability, and collective bargaining agreements. Her research has been funded by the National Science Foundation, the Institute of Education Sciences, and the American Educational Research Association. She currently serves on the Board of Directors of the Association for Education and Finance Policy. She received her PhD in Economics and Education Specialist in Education (EdS) from Florida State University. Cassandra Hart is a professor of education policy in the School of Education at the University of California, Davis. She evaluates the effects of school, state, and national education programs, policies, and practices on overall student achievement, and on the equity of student outcomes. Her recent work has focused on online education in both K–12 schools and community colleges, school choice programs, school accountability policies, and effects on students of exposure to demographically similar teachers. She holds her PhD in Human Development and Social Policy from Northwestern University.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46963834","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}
Abstract This study leverages a policy change in the missionary program of The Church of Jesus Christ of Latter-day Saints that exogenously influenced the likelihood that a woman took gap time during college to understand how gap time influences women's subsequent choice of major and academic outcomes. If structured gap time shapes educational outcomes, increasing the uptake of gap time by women may be a mechanism to ameliorate later wage gaps. Using administrative data from Brigham Young University (N = 17,402) and an instrumental variables estimation strategy, we find that women who take gap time for missionary service shift into majors with higher expected salaries and are more likely to be in limited-enrollment majors and majors with a higher concentration of men. However, gap time decreases the likelihood of graduating within eight years of entering college, creating tension between the costs and benefits. On average, net benefits of expected wages are close to zero. Gap time most clearly benefits women with relatively low ACT scores who are more likely to be accepted into limited enrollment programs following gap time. This research informs university administrators and students alike seeking to understand the academic implications of taking planned time off during postsecondary education.
摘要本研究利用耶稣基督后期圣徒教会传教计划的政策改变，外源性地影响女性在大学期间使用间隔时间的可能性，以了解间隔时间如何影响女性随后的专业选择和学业成果。如果有组织的间隔时间影响教育成果，那么增加女性对间隔时间的利用可能是改善后期工资差距的一种机制。利用杨百翰大学(Brigham Young University)的行政数据(N = 17,402)和工具变量估计策略，我们发现利用间隔时间从事传教服务的女性会转向期望薪水更高的专业，更有可能进入限制招生的专业和男性更集中的专业。然而，间隔时间降低了进入大学八年内毕业的可能性，造成了成本和收益之间的紧张关系。平均而言，预期工资的净收益接近于零。间隔时间最明显地有利于ACT分数相对较低的女性，她们更有可能在间隔时间后被有限的招生项目录取。这项研究告知大学管理者和学生都在寻求了解在高等教育期间计划休假的学术影响。
{"title":"College Gap Time and Academic Outcomes for Women: Evidence from Missionaries","authors":"Margaret Marchant, Jocelyn S. Wikle","doi":"10.1162/edfp_a_00389","DOIUrl":"https://doi.org/10.1162/edfp_a_00389","url":null,"abstract":"Abstract This study leverages a policy change in the missionary program of The Church of Jesus Christ of Latter-day Saints that exogenously influenced the likelihood that a woman took gap time during college to understand how gap time influences women's subsequent choice of major and academic outcomes. If structured gap time shapes educational outcomes, increasing the uptake of gap time by women may be a mechanism to ameliorate later wage gaps. Using administrative data from Brigham Young University (N = 17,402) and an instrumental variables estimation strategy, we find that women who take gap time for missionary service shift into majors with higher expected salaries and are more likely to be in limited-enrollment majors and majors with a higher concentration of men. However, gap time decreases the likelihood of graduating within eight years of entering college, creating tension between the costs and benefits. On average, net benefits of expected wages are close to zero. Gap time most clearly benefits women with relatively low ACT scores who are more likely to be accepted into limited enrollment programs following gap time. This research informs university administrators and students alike seeking to understand the academic implications of taking planned time off during postsecondary education.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223084","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}
Abstract This paper documents how segregation between black students and white students across U.S. colleges has evolved since the 1960s, explores potential channels through which changes occur, and studies segregation across majors within colleges. The main findings are: (1) black–white dissimilarity fell sharply in the late 1960s and early 1970s and has fallen more gradually since then. White students' exposure to black students rose almost continuously from 1968 through 2011 before declining somewhat in recent years. Meanwhile, black students' exposure to white students increased sharply in the late 1960s and early 1970s and has fluctuated since. (2) There has been regional convergence, although colleges in the South remain more segregated than those in any other region when measured by dissimilarity or by black students' exposure to white students. (3) A major channel for the decline in segregation is the declining share of black students attending historically black colleges and universities. Differences in which U.S. state students attend college play only a small role in creating segregation, and there is moderate evidence that segregation is related to college selectivity stratification by race. (4) Although there is segregation within universities, most segregation across major × university cells occurs across universities.
{"title":"An Empirical Analysis of Racial Segregation in Higher Education","authors":"Peter Hinrichs","doi":"10.1162/edfp_a_00394","DOIUrl":"https://doi.org/10.1162/edfp_a_00394","url":null,"abstract":"Abstract This paper documents how segregation between black students and white students across U.S. colleges has evolved since the 1960s, explores potential channels through which changes occur, and studies segregation across majors within colleges. The main findings are: (1) black–white dissimilarity fell sharply in the late 1960s and early 1970s and has fallen more gradually since then. White students' exposure to black students rose almost continuously from 1968 through 2011 before declining somewhat in recent years. Meanwhile, black students' exposure to white students increased sharply in the late 1960s and early 1970s and has fluctuated since. (2) There has been regional convergence, although colleges in the South remain more segregated than those in any other region when measured by dissimilarity or by black students' exposure to white students. (3) A major channel for the decline in segregation is the declining share of black students attending historically black colleges and universities. Differences in which U.S. state students attend college play only a small role in creating segregation, and there is moderate evidence that segregation is related to college selectivity stratification by race. (4) Although there is segregation within universities, most segregation across major × university cells occurs across universities.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223524","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}
Abstract Access to high-quality teachers in K–12 schools differs systematically by racial group. This policy brief reviews the academic research documenting these differences and the labor market forces and segregation patterns that solidify them. It also presents new analysis of differential exposure in North Carolina of white, black, and Hispanic students to teachers with different quality-related credentials across five grade–subject combinations. White students are most often in classrooms taught by teachers with strong credentials and least often by those with weak credentials, not only across the state as a whole, but also within most of the state's counties, especially those whose schools are most segregated by race. To address such disparities, decision makers at all three levels—state, district, and school—have various policy options to consider, with each level having an important role to play.
{"title":"Racial Differences in Student Access to High-Quality Teachers","authors":"C. Clotfelter, Helen F. Ladd, C. R. Clifton","doi":"10.1162/edfp_a_00402","DOIUrl":"https://doi.org/10.1162/edfp_a_00402","url":null,"abstract":"Abstract Access to high-quality teachers in K–12 schools differs systematically by racial group. This policy brief reviews the academic research documenting these differences and the labor market forces and segregation patterns that solidify them. It also presents new analysis of differential exposure in North Carolina of white, black, and Hispanic students to teachers with different quality-related credentials across five grade–subject combinations. White students are most often in classrooms taught by teachers with strong credentials and least often by those with weak credentials, not only across the state as a whole, but also within most of the state's counties, especially those whose schools are most segregated by race. To address such disparities, decision makers at all three levels—state, district, and school—have various policy options to consider, with each level having an important role to play.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47938566","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}
kstrunk@msu.edu When I received the call in the summer of 2019 asking me if I’d consider running (unopposed) for president of the Association for Education Finance and Policy (AEFP), I was completely surprised and elated. AEFP is the organization in which I grew up. It has been my intellectual and professional home since I first began attending the conference in 2004 as a second-year doctoral student. I gave my first conference presentation, shaking behind the podium, with several of my academic heroes in the audience. Over the years I’ve made strong personal and professional connections through AEFP, and I count several of our members among my closest friends. So, I was shocked, but thrilled. This organization has given me so much, and I was and remain eager to give back. Of course, as one does, I began thinking about what I would talk about in my presidential address. I would talk about the importance of “research with consequence”: applied research intended to foster change and continuous improvement in education policy and practice; the importance of working together with policy makers and practitioners to do this kind of research, so that we are using our knowledge and skills to address the reallife, real-time questions and needs of the people who are devoting their lives to improving kids’ and adults’ educations and longterm outcomes. This is the work for which AEFP is known. But that was summer 2019—the world has changed in the last three years. And so, while the research, the work that we all do, must go on—and has gone on—and for that I’m incredibly grateful, I’m going to talk about something different than I’d planned. These last few years have been tough. On everyone, and on some more than others. I’m generally a silver linings kind of person, but even the most starry-eyed optimists among us haven’t been able to see the rainbows through the clouds every day or even most days lately. Not to state the obvious, but we’ve been living through a global pandemic for the last two years. As of March 2022, over
{"title":"An Invitation to Discomfort in Pursuit of Diversity, Inclusion, and Excellence","authors":"Katharine O. Strunk","doi":"10.1162/edfp_a_00396","DOIUrl":"https://doi.org/10.1162/edfp_a_00396","url":null,"abstract":"kstrunk@msu.edu When I received the call in the summer of 2019 asking me if I’d consider running (unopposed) for president of the Association for Education Finance and Policy (AEFP), I was completely surprised and elated. AEFP is the organization in which I grew up. It has been my intellectual and professional home since I first began attending the conference in 2004 as a second-year doctoral student. I gave my first conference presentation, shaking behind the podium, with several of my academic heroes in the audience. Over the years I’ve made strong personal and professional connections through AEFP, and I count several of our members among my closest friends. So, I was shocked, but thrilled. This organization has given me so much, and I was and remain eager to give back. Of course, as one does, I began thinking about what I would talk about in my presidential address. I would talk about the importance of “research with consequence”: applied research intended to foster change and continuous improvement in education policy and practice; the importance of working together with policy makers and practitioners to do this kind of research, so that we are using our knowledge and skills to address the reallife, real-time questions and needs of the people who are devoting their lives to improving kids’ and adults’ educations and longterm outcomes. This is the work for which AEFP is known. But that was summer 2019—the world has changed in the last three years. And so, while the research, the work that we all do, must go on—and has gone on—and for that I’m incredibly grateful, I’m going to talk about something different than I’d planned. These last few years have been tough. On everyone, and on some more than others. I’m generally a silver linings kind of person, but even the most starry-eyed optimists among us haven’t been able to see the rainbows through the clouds every day or even most days lately. Not to state the obvious, but we’ve been living through a global pandemic for the last two years. As of March 2022, over","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42493780","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}
Reported hate crimes in the United States have increased rapidly in recent years alongside an increase in general racial animus. Scholars have shown that the larger sociopolitical environment can directly impact the campus climate and experiences of all students, particularly students of color. However, little is known about how reports of hate crime incidents relate to college enrollment levels of students of color. This lack of evidence has especially troubling implications for Black people, the most frequent targets of reported hate crimes. This paper helps to fill in that gap by exploring the association between the number of reports of hate crimes within states and Black students' college enrollment. We examine a comprehensive dataset of institutional enrollment and characteristics, reported hate crimes, and Census data on state racial demographics from 2000 to 2017 using several techniques, including institution fixed effects. We find that a one standard deviation increase in reports of state-level hate crimes predicts a 17-22% increase in Black first-time student enrollment at HBCUs. As the number of reported hate crimes is almost assuredly an undercount of the actual number of incidents, we explore the implications of what these results mean.
{"title":"Hate Crimes and Black College Student Enrollment","authors":"Dominique J. Baker, Tolani A. Britton","doi":"10.1162/edfp_a_00400","DOIUrl":"https://doi.org/10.1162/edfp_a_00400","url":null,"abstract":"\u0000 Reported hate crimes in the United States have increased rapidly in recent years alongside an increase in general racial animus. Scholars have shown that the larger sociopolitical environment can directly impact the campus climate and experiences of all students, particularly students of color. However, little is known about how reports of hate crime incidents relate to college enrollment levels of students of color. This lack of evidence has especially troubling implications for Black people, the most frequent targets of reported hate crimes. This paper helps to fill in that gap by exploring the association between the number of reports of hate crimes within states and Black students' college enrollment. We examine a comprehensive dataset of institutional enrollment and characteristics, reported hate crimes, and Census data on state racial demographics from 2000 to 2017 using several techniques, including institution fixed effects. We find that a one standard deviation increase in reports of state-level hate crimes predicts a 17-22% increase in Black first-time student enrollment at HBCUs. As the number of reported hate crimes is almost assuredly an undercount of the actual number of incidents, we explore the implications of what these results mean.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43677208","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 charter school sector has expanded beyond brick-and-mortar schools to cyber schools, where enrollment grew almost tenfold between 2015 and 2020. While a large literature documents the effects of charter schools on test scores, fewer studies explore impacts on attainment or postsecondary outcomes and there is almost no work exploring the consequences of cyber charter enrollment for these outcomes. In this paper, I examine the impacts of Pennsylvania's charter high schools on student attendance, achievement, graduation, and postsecondary enrollment, distinguishing the impacts of brick-and-mortar from cyber schools. I find that brick-and-mortar charters have no or positive effects across outcomes, and that effects are concentrated in urban districts and among Black and economically disadvantaged students. By contrast, attending a cyber charter is associated with almost universally worse outcomes, with little evidence of heterogeneity. Students who enroll in a cyber charter at the beginning of 9th grade are 9.5 percentage points (pps) less likely to graduate, 16.8 pps less likely to enroll in college, and 15.2 pps less likely to persist in a postsecondary institution beyond one semester. These results suggest that additional regulation and oversight of cyber charter schools is warranted and also bring into question the efficacy of online education.
{"title":"Cyber versus Brick and Mortar: Achievement, Attainment, and Postsecondary Outcomes in Pennsylvania Charter High Schools","authors":"Sarah A. Cordes","doi":"10.1162/edfp_a_00399","DOIUrl":"https://doi.org/10.1162/edfp_a_00399","url":null,"abstract":"\u0000 The charter school sector has expanded beyond brick-and-mortar schools to cyber schools, where enrollment grew almost tenfold between 2015 and 2020. While a large literature documents the effects of charter schools on test scores, fewer studies explore impacts on attainment or postsecondary outcomes and there is almost no work exploring the consequences of cyber charter enrollment for these outcomes. In this paper, I examine the impacts of Pennsylvania's charter high schools on student attendance, achievement, graduation, and postsecondary enrollment, distinguishing the impacts of brick-and-mortar from cyber schools. I find that brick-and-mortar charters have no or positive effects across outcomes, and that effects are concentrated in urban districts and among Black and economically disadvantaged students. By contrast, attending a cyber charter is associated with almost universally worse outcomes, with little evidence of heterogeneity. Students who enroll in a cyber charter at the beginning of 9th grade are 9.5 percentage points (pps) less likely to graduate, 16.8 pps less likely to enroll in college, and 15.2 pps less likely to persist in a postsecondary institution beyond one semester. These results suggest that additional regulation and oversight of cyber charter schools is warranted and also bring into question the efficacy of online education.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42558900","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 prevalence of school-based healthcare has increased markedly over the past decade. We study a modern mode of school-based healthcare, telemedicine, that offers the potential to reach places and populations with historically low access to such care. School-based telemedicine clinics (SBTCs) provide students with access to healthcare during the regular school day through private videoconferencing with a healthcare provider. We exploit variation over time in SBTC openings across schools in three rural districts in North Carolina. We find that school-level SBTC access reduces the likelihood that a student is chronically absent by 2.5 percentage points (29 percent) and reduces the number of days absent by about 0.8 days (10 percent). Relatedly, access to an SBTC increases the likelihood of math and reading test-taking by between 1.8-2.0 percentage points (about 2 percent). Heterogeneity analyses suggest that these effects are driven by male students. Finally, we see suggestive evidence that SBTC access reduces violent or weapons-related disciplinary infractions among students but has little influence on other forms of misbehavior.
{"title":"School-Based Healthcare and Absenteeism: Evidence from Telemedicine","authors":"Sarah Komisarow, Steven W. Hemelt","doi":"10.1162/edfp_a_00398","DOIUrl":"https://doi.org/10.1162/edfp_a_00398","url":null,"abstract":"\u0000 The prevalence of school-based healthcare has increased markedly over the past decade. We study a modern mode of school-based healthcare, telemedicine, that offers the potential to reach places and populations with historically low access to such care. School-based telemedicine clinics (SBTCs) provide students with access to healthcare during the regular school day through private videoconferencing with a healthcare provider. We exploit variation over time in SBTC openings across schools in three rural districts in North Carolina. We find that school-level SBTC access reduces the likelihood that a student is chronically absent by 2.5 percentage points (29 percent) and reduces the number of days absent by about 0.8 days (10 percent). Relatedly, access to an SBTC increases the likelihood of math and reading test-taking by between 1.8-2.0 percentage points (about 2 percent). Heterogeneity analyses suggest that these effects are driven by male students. Finally, we see suggestive evidence that SBTC access reduces violent or weapons-related disciplinary infractions among students but has little influence on other forms of misbehavior.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44801962","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}
This paper provides the first experimental evidence of how admission outcomes in centralized systems depend on strategic college choice behaviors. Centralized college admissions simplify the application process and reduce students' informational barriers. However, such systems also reward informed and strategic college choices. In particular, centralized admissions can be difficult to navigate because they require students to understand how application portfolios and placement priorities map to admission probabilities. Using administrative data from one of the poorest provinces in China, I document that students made undermatched college choices that correlated with inaccurate predictions of admission probabilities. I then implemented a large-scale randomized experiment (N=32,834) to provide treated students with either (a) an application guidebook or (b) a guidebook plus a school workshop. Results suggest that informing students on choosing colleges and majors based on precise predictions of admission probabilities can effectively improve student-college academic match by 0.1 to 0.2 standard deviations among compliers without substantially changing their college-major preferences.
{"title":"Improving College Choice in Centralized Admissions: Experimental Evidence on the Importance of Precise Predictions","authors":"Xiaoyang Ye","doi":"10.1162/edfp_a_00397","DOIUrl":"https://doi.org/10.1162/edfp_a_00397","url":null,"abstract":"\u0000 This paper provides the first experimental evidence of how admission outcomes in centralized systems depend on strategic college choice behaviors. Centralized college admissions simplify the application process and reduce students' informational barriers. However, such systems also reward informed and strategic college choices. In particular, centralized admissions can be difficult to navigate because they require students to understand how application portfolios and placement priorities map to admission probabilities. Using administrative data from one of the poorest provinces in China, I document that students made undermatched college choices that correlated with inaccurate predictions of admission probabilities. I then implemented a large-scale randomized experiment (N=32,834) to provide treated students with either (a) an application guidebook or (b) a guidebook plus a school workshop. Results suggest that informing students on choosing colleges and majors based on precise predictions of admission probabilities can effectively improve student-college academic match by 0.1 to 0.2 standard deviations among compliers without substantially changing their college-major preferences.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45958379","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}
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