Pub Date : 2025-09-01Epub Date: 2024-05-27DOI: 10.3102/01623737241252413
Qing Zhang, Jade Marcus Jenkins
Using administrative data of center-based child care providers in North Carolina from 2005 to 2018, we provide the first direct evidence on the effects of competition on provider quality and student outcomes in the context of early care and education, taking advantage of quality measures from the state's Quality Rating and Improvement System (QRIS). We found that competition was associated with higher quality ratings and a higher probability to achieve a five-star rating-the highest tier in the QRIS. More competition increased providers' probability to improve their rating and reduced the time to improve. Compared to public schools, private providers were responsive to competition. However, we did not find any effects of competition on district-level student third-grade academic performance.
{"title":"A Rising Tide That Lifts All Boats? Effects of Competition on Child Care Quality and Medium-Term Student Outcomes.","authors":"Qing Zhang, Jade Marcus Jenkins","doi":"10.3102/01623737241252413","DOIUrl":"10.3102/01623737241252413","url":null,"abstract":"<p><p>Using administrative data of center-based child care providers in North Carolina from 2005 to 2018, we provide the first direct evidence on the effects of competition on provider quality and student outcomes in the context of early care and education, taking advantage of quality measures from the state's Quality Rating and Improvement System (QRIS). We found that competition was associated with higher quality ratings and a higher probability to achieve a five-star rating-the highest tier in the QRIS. More competition increased providers' probability to improve their rating and reduced the time to improve. Compared to public schools, private providers were responsive to competition. However, we did not find any effects of competition on district-level student third-grade academic performance.</p>","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"47 3","pages":"797-820"},"PeriodicalIF":2.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12456413/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-26DOI: 10.3102/01623737241267957
Quentin Brummet, Lindsay Liebert, Thurston Domina, Paul Yoo, Andrew Penner
Although existing research suggests that students benefit on a range of outcomes when they enroll in early algebra classes, policy efforts that accelerate algebra enrollment for large numbers of students often have negative effects. Explanations for this apparent contradiction often emphasize the potential role of teacher and peer effects, which could create positive effects for individual students placed into early algebra that would not translate to larger-scale policies. We use detailed data from Oregon that contain information on the teachers and peers to whom students are exposed in order to investigate these explanations. Our regression discontinuity analyses replicate key findings from prior studies, indicating that placement in eighth-grade algebra boosts student achievement in math and English language arts. We then demonstrate that eighth-grade algebra placement positively affects the achievement level of students' classmates, as well as the years of experience and value added of students' math teachers. The effects on peer composition that we observe are large enough to plausibly explain the majority of the effects of eighth-grade algebra on student test scores.
{"title":"Early Algebra Affects Peer Composition.","authors":"Quentin Brummet, Lindsay Liebert, Thurston Domina, Paul Yoo, Andrew Penner","doi":"10.3102/01623737241267957","DOIUrl":"https://doi.org/10.3102/01623737241267957","url":null,"abstract":"<p><p>Although existing research suggests that students benefit on a range of outcomes when they enroll in early algebra classes, policy efforts that accelerate algebra enrollment for large numbers of students often have negative effects. Explanations for this apparent contradiction often emphasize the potential role of teacher and peer effects, which could create positive effects for individual students placed into early algebra that would not translate to larger-scale policies. We use detailed data from Oregon that contain information on the teachers and peers to whom students are exposed in order to investigate these explanations. Our regression discontinuity analyses replicate key findings from prior studies, indicating that placement in eighth-grade algebra boosts student achievement in math and English language arts. We then demonstrate that eighth-grade algebra placement positively affects the achievement level of students' classmates, as well as the years of experience and value added of students' math teachers. The effects on peer composition that we observe are large enough to plausibly explain the majority of the effects of eighth-grade algebra on student test scores.</p>","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12384054/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.3102/01623737231210243
A. Davis
Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, “traditional” undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.
{"title":"Is Working in College Worth It? How Hours on the Job Affect Postsecondary Outcomes","authors":"A. Davis","doi":"10.3102/01623737231210243","DOIUrl":"https://doi.org/10.3102/01623737231210243","url":null,"abstract":"Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, “traditional” undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"10 16","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138995479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.3102/01623737231213082
Hayley Weddle
A growing body of scholarship foregrounds research–practice partnerships (RPPs) as venues for advancing equity in education. However, few studies focus on partnerships with state education agency leaders, despite their influential roles connecting policy and practice. This article explores state leaders’ experiences collaborating in an early-phase, national RPP focused on advancing multilingual learner equity. Findings shed light on how joint work was facilitated through the development of evidence-based resources addressing current problems of practice. Findings also demonstrate the importance of attending to leaders’ dual responsibilities across state and local levels, informing future efforts to foster partnerships with state leaders. Future research is needed to examine the sustainability of state-level RPPs, as well as the experiences of researchers engaging in such partnerships.
{"title":"Developing a Research–Practice Partnership With Policy Intermediaries: An Examination of Collaboration With State Education Agency Leaders","authors":"Hayley Weddle","doi":"10.3102/01623737231213082","DOIUrl":"https://doi.org/10.3102/01623737231213082","url":null,"abstract":"A growing body of scholarship foregrounds research–practice partnerships (RPPs) as venues for advancing equity in education. However, few studies focus on partnerships with state education agency leaders, despite their influential roles connecting policy and practice. This article explores state leaders’ experiences collaborating in an early-phase, national RPP focused on advancing multilingual learner equity. Findings shed light on how joint work was facilitated through the development of evidence-based resources addressing current problems of practice. Findings also demonstrate the importance of attending to leaders’ dual responsibilities across state and local levels, informing future efforts to foster partnerships with state leaders. Future research is needed to examine the sustainability of state-level RPPs, as well as the experiences of researchers engaging in such partnerships.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":" 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.3102/01623737231210285
Julie Cohen, Arielle Boguslav, James Wyckoff, Veronica Katz, Katherine Sadowski, Emily A. Wiseman
Professional development (PD) for teachers is a ubiquitous feature of the American educational landscape. Yet we know little about how districts navigate the variation in teacher learning needs when designing and implementing district-wide PD programs. In this paper, we describe how the District of Columbia Public Schools implemented an ambitious PD program called LEAP (LEarning together to Advance our Practice). Aligned with best practices, LEAP consisted of weekly group learning in content-specific teams, followed by individualized coaching support, all guided by a district-provided professional learning curriculum. We capitalize on both quantitative and qualitative data to understand how the program was implemented and how the district’s implementation efforts shaped what happened on the ground. Finally, we highlight implications for other districts interested in implementing complex PD.
教师专业发展（PD）是美国教育的一个普遍特征。然而，我们对各学区在设计和实施全学区范围的教师专业发展项目时，如何把握教师学习需求的差异性知之甚少。在本文中，我们将介绍哥伦比亚特区公立学校如何实施一项名为 LEAP（LEarning together to Advance our Practice）的雄心勃勃的教师进修计划。LEAP 与最佳实践相一致，包括每周在特定内容团队中开展小组学习，随后提供个别辅导支持，所有这些都以学区提供的专业学习课程为指导。我们利用定量和定性数据来了解该计划是如何实施的，以及学区的实施工作是如何影响实际情况的。最后，我们强调了对其他有意实施复合型专业发展项目的学区的启示。
{"title":"Core Requirements, Structured Flexibility, and Local Judgment: Balancing Adherence and Adaptation in the Design and Implementation of District-Wide Professional Development","authors":"Julie Cohen, Arielle Boguslav, James Wyckoff, Veronica Katz, Katherine Sadowski, Emily A. Wiseman","doi":"10.3102/01623737231210285","DOIUrl":"https://doi.org/10.3102/01623737231210285","url":null,"abstract":"Professional development (PD) for teachers is a ubiquitous feature of the American educational landscape. Yet we know little about how districts navigate the variation in teacher learning needs when designing and implementing district-wide PD programs. In this paper, we describe how the District of Columbia Public Schools implemented an ambitious PD program called LEAP (LEarning together to Advance our Practice). Aligned with best practices, LEAP consisted of weekly group learning in content-specific teams, followed by individualized coaching support, all guided by a district-provided professional learning curriculum. We capitalize on both quantitative and qualitative data to understand how the program was implemented and how the district’s implementation efforts shaped what happened on the ground. Finally, we highlight implications for other districts interested in implementing complex PD.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"13 6","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.3102/01623737231210291
Christopher Redding, Tuan D. Nguyen
We estimate the effects of Race to the Top (RTTT) on teacher qualifications, work environments, and job attitudes. Drawing on the Schools and Staffing Survey and the National Teacher and Principal Survey, we create a nationally representative data set of public school teachers from 1988 to 2018. We adopt an event study difference-in-differences research design to estimate the dynamic effect of RTTT on several teacher outcomes. We find evidence that, following RTTT, teachers were more worried about job security relative to prereform years. We find smaller and less consistent evidence of a relationship between RTTT and decreased teacher certification levels and increased levels of cooperation with colleagues.
我们估算了 "力争上游 "计划（RTTT）对教师资格、工作环境和工作态度的影响。我们利用学校与人员编制调查（Schools and Staffing Survey）和全国教师与校长调查（National Teacher and Principal Survey），创建了一个从 1988 年到 2018 年具有全国代表性的公立学校教师数据集。我们采用事件研究差分法的研究设计，来估计 RTTT 对几种教师结果的动态影响。我们发现有证据表明，与改革前相比，RTTT 之后，教师对工作保障更加担忧。我们发现，RTTT 与教师认证水平下降和与同事合作水平提高之间的关系证据较少，且不太一致。
{"title":"The Effects of Race to the Top on Teacher Qualifications, Work Environments, and Job Attitudes","authors":"Christopher Redding, Tuan D. Nguyen","doi":"10.3102/01623737231210291","DOIUrl":"https://doi.org/10.3102/01623737231210291","url":null,"abstract":"We estimate the effects of Race to the Top (RTTT) on teacher qualifications, work environments, and job attitudes. Drawing on the Schools and Staffing Survey and the National Teacher and Principal Survey, we create a nationally representative data set of public school teachers from 1988 to 2018. We adopt an event study difference-in-differences research design to estimate the dynamic effect of RTTT on several teacher outcomes. We find evidence that, following RTTT, teachers were more worried about job security relative to prereform years. We find smaller and less consistent evidence of a relationship between RTTT and decreased teacher certification levels and increased levels of cooperation with colleagues.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"36 2","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-04DOI: 10.3102/01623737231206777
Lauren Sartain, Riley Lewers, Lisa Barrow
Districts with expansive school choice must decide how to match students and schools. Increasingly, districts are centralizing applications on one-stop portals that feature information about schooling options, admission requirements, and a single application and deadline with the hope of increasing transparency and streamlining the enrollment process. After Chicago Public Schools introduced a centralized platform (GoCPS), students were more likely to enroll in high-performing high schools, although this continued as a pre-existing upward trend. Enrollment declined slightly at charter schools and increased at neighborhood schools, mirroring shifts in applications. GoCPS reduced the number of admission offers, likely lessening uncertainty around ninth-grade enrollment. Districts implementing similar systems should consider the availability of seats at high-demand schools and reduce barriers to navigating choice systems.
{"title":"Assigning Students to Schools in an Era of Public School Choice: Patterns in Enrollment, Applications, and Offers in Chicago","authors":"Lauren Sartain, Riley Lewers, Lisa Barrow","doi":"10.3102/01623737231206777","DOIUrl":"https://doi.org/10.3102/01623737231206777","url":null,"abstract":"Districts with expansive school choice must decide how to match students and schools. Increasingly, districts are centralizing applications on one-stop portals that feature information about schooling options, admission requirements, and a single application and deadline with the hope of increasing transparency and streamlining the enrollment process. After Chicago Public Schools introduced a centralized platform (GoCPS), students were more likely to enroll in high-performing high schools, although this continued as a pre-existing upward trend. Enrollment declined slightly at charter schools and increased at neighborhood schools, mirroring shifts in applications. GoCPS reduced the number of admission offers, likely lessening uncertainty around ninth-grade enrollment. Districts implementing similar systems should consider the availability of seats at high-demand schools and reduce barriers to navigating choice systems.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"41 8","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.3102/01623737231204349
Andrew Ju
I examine whether the impact of the Great Recession on school district spending, the allocation of resources, and student achievement varied depending on the strength of state’s teachers’ unions. Employing a diff-in-diff-in-diff identification strategy, I find that school districts in states with strong teachers’ unions experienced significantly larger declines in per-pupil expenditures during the economic downtown compared with otherwise similar districts in states with weak teachers’ unions. The larger decline in expenditures in strong union states, however, did not lead to a differential decline in student achievement relative to weak union states.
{"title":"The Impact of Teacher Unions on School District Finance and Student Achievement: Evidence From the Great Recession","authors":"Andrew Ju","doi":"10.3102/01623737231204349","DOIUrl":"https://doi.org/10.3102/01623737231204349","url":null,"abstract":"I examine whether the impact of the Great Recession on school district spending, the allocation of resources, and student achievement varied depending on the strength of state’s teachers’ unions. Employing a diff-in-diff-in-diff identification strategy, I find that school districts in states with strong teachers’ unions experienced significantly larger declines in per-pupil expenditures during the economic downtown compared with otherwise similar districts in states with weak teachers’ unions. The larger decline in expenditures in strong union states, however, did not lead to a differential decline in student achievement relative to weak union states.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"31 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.3102/01623737231203293
Sarah R. Cohodes, Sean P. Corcoran, Jennifer L. Jennings, Carolyn Sattin-Bajaj
Despite evidence that informational interventions can influence K–12 school choices, we know little about the mechanisms through which they work and the factors that produce heterogeneity in student responses. Through a school-level randomized controlled trial conducted in 473 New York City middle schools serving 115,000 eighth graders, we evaluated three counselor-delivered informational interventions that were designed to help students avoid low-graduation high schools, but differed in their level of individual customization and mode of delivery (paper or online). Every intervention reduced likelihood of application to and enrollment in low-graduation-rate schools (those below the city median of 75%). Simplified paper interventions had the largest impacts and produced lower heterogeneity in effects across subgroups than customizable digital formats. A key mechanism by which interventions worked was through new information replacing students’ default first-choice schools that had low graduation rates and guaranteed admission. We conclude that informational interventions to support school choice can be effectively implemented at scale via school counselors, but that intervention design can lead to differences in who engages, with consequences for inequality.
{"title":"When Do Informational Interventions Work? Experimental Evidence From New York City High School Choice","authors":"Sarah R. Cohodes, Sean P. Corcoran, Jennifer L. Jennings, Carolyn Sattin-Bajaj","doi":"10.3102/01623737231203293","DOIUrl":"https://doi.org/10.3102/01623737231203293","url":null,"abstract":"Despite evidence that informational interventions can influence K–12 school choices, we know little about the mechanisms through which they work and the factors that produce heterogeneity in student responses. Through a school-level randomized controlled trial conducted in 473 New York City middle schools serving 115,000 eighth graders, we evaluated three counselor-delivered informational interventions that were designed to help students avoid low-graduation high schools, but differed in their level of individual customization and mode of delivery (paper or online). Every intervention reduced likelihood of application to and enrollment in low-graduation-rate schools (those below the city median of 75%). Simplified paper interventions had the largest impacts and produced lower heterogeneity in effects across subgroups than customizable digital formats. A key mechanism by which interventions worked was through new information replacing students’ default first-choice schools that had low graduation rates and guaranteed admission. We conclude that informational interventions to support school choice can be effectively implemented at scale via school counselors, but that intervention design can lead to differences in who engages, with consequences for inequality.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"30 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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