Pub Date : 2022-07-11DOI: 10.3102/01623737221093374
N. Honey, Alejandro Carrasco
Chile is known for universal school choice policies and a high level of economic segregation. In part, segregation has been linked to selective school admission policies. Chile implemented a centralized school admission system (New School Admission System), where PK–12 schools must accept any applicant, and lottery assignment is used for oversubscription. We exploit a natural experiment due to the phased implementation across grades and regions to attempt to detect any effects of this policy on access for and representation of low-income students using grade-within-school and year fixed effects. Eliminating admissions barriers may contribute to increased educational opportunity, but the impact may be limited by the multiple structural factors shaping inequality in Chile. We find little short-term change in access for low-income students.
{"title":"A New Admission System in Chile and Its Foreseen Moderate Impact on Access for Low-Income Students","authors":"N. Honey, Alejandro Carrasco","doi":"10.3102/01623737221093374","DOIUrl":"https://doi.org/10.3102/01623737221093374","url":null,"abstract":"Chile is known for universal school choice policies and a high level of economic segregation. In part, segregation has been linked to selective school admission policies. Chile implemented a centralized school admission system (New School Admission System), where PK–12 schools must accept any applicant, and lottery assignment is used for oversubscription. We exploit a natural experiment due to the phased implementation across grades and regions to attempt to detect any effects of this policy on access for and representation of low-income students using grade-within-school and year fixed effects. Eliminating admissions barriers may contribute to increased educational opportunity, but the impact may be limited by the multiple structural factors shaping inequality in Chile. We find little short-term change in access for low-income students.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"108 - 133"},"PeriodicalIF":3.4,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48326329","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 : 2022-07-04DOI: 10.3102/01623737221090264
Terry-Ann L Craigie
In Rhode Island, out-of-school suspensions were excessively and disproportionately used to penalize low-level infractions. To address this problem, the Rhode Island General Assembly passed legislation, effective May 2012, prohibiting out-of-school suspensions for attendance-specific infractions. Four years later, the Assembly passed additional legislation to curb out-of-school suspensions for disruption-specific infractions. This study examines the impact of these suspension reforms on out-of-school suspension outcomes for treatment infractions and corresponding racial-ethnic disparities. To execute the analyses, the study uses student-level administrative data (AY 2009–2010 to AY 2017–2018) from the Rhode Island Department of Education, along with quasi-experimental estimation. The study finds that only the first reform lowers out-of-school suspension outcomes for attendance-specific infractions and corresponding racial-ethnic disparities.
在罗德岛州，校外停学被过度和不成比例地用于惩罚轻度违规行为。为了解决这个问题，罗德岛州议会(Rhode Island General Assembly)通过了一项立法，禁止因出勤违规而进行校外停学，该立法于2012年5月生效。四年后，议会通过了额外的立法，以遏制因扰乱社会秩序而被停学的行为。本研究考察了这些停学改革对治疗违规的校外停学结果和相应的种族-民族差异的影响。为了进行分析，该研究使用了罗德岛教育部的学生级行政数据(2009-2010年至2017-2018年)以及准实验估计。研究发现，只有第一项改革降低了因出勤违规而被停学的结果和相应的种族-民族差异。
{"title":"Do School Suspension Reforms Work? Evidence From Rhode Island","authors":"Terry-Ann L Craigie","doi":"10.3102/01623737221090264","DOIUrl":"https://doi.org/10.3102/01623737221090264","url":null,"abstract":"In Rhode Island, out-of-school suspensions were excessively and disproportionately used to penalize low-level infractions. To address this problem, the Rhode Island General Assembly passed legislation, effective May 2012, prohibiting out-of-school suspensions for attendance-specific infractions. Four years later, the Assembly passed additional legislation to curb out-of-school suspensions for disruption-specific infractions. This study examines the impact of these suspension reforms on out-of-school suspension outcomes for treatment infractions and corresponding racial-ethnic disparities. To execute the analyses, the study uses student-level administrative data (AY 2009–2010 to AY 2017–2018) from the Rhode Island Department of Education, along with quasi-experimental estimation. The study finds that only the first reform lowers out-of-school suspension outcomes for attendance-specific infractions and corresponding racial-ethnic disparities.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"667 - 688"},"PeriodicalIF":3.4,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43427761","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 : 2022-06-20DOI: 10.3102/01623737221097419
Monica G. Lee, J. Soland
Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among 4th to 8th graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts might establish practices that instill more positive academic beliefs among ELs.
{"title":"Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design","authors":"Monica G. Lee, J. Soland","doi":"10.3102/01623737221097419","DOIUrl":"https://doi.org/10.3102/01623737221097419","url":null,"abstract":"Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among 4th to 8th graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts might establish practices that instill more positive academic beliefs among ELs.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"27 - 51"},"PeriodicalIF":3.4,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41372870","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 : 2022-06-20DOI: 10.3102/01623737221094563
Eunjong Ra, Jihyun Kim, J. Hong, Stephen L. Desjardins
We examined how performance-based funding (PBF) for higher education institutions in Tennessee, Ohio, and Indiana affects bachelor’s degree completion, admission practices, and the enrollment of underserved students. Utilizing data from the Integrated Postsecondary Education Data System, we employed an event study analysis, in addition to a canonical difference-in-differences and coarsened exact matching strategy. The event study results revealed no effect in Tennessee, whereas bachelor’s degree completion may have a delayed positive effect in Ohio and Indiana. Interestingly, Indiana institutions funded based on performance increased their institutional selectivity immediately after the funding was enacted, whereas underrepresented students’ enrollment results differed among subgroups across states. We conclude by offering a critical review of the policy regimes and recommending fruitful areas for future research.
{"title":"Functioning or Dysfunctioning? The Effects of Performance-Based Funding","authors":"Eunjong Ra, Jihyun Kim, J. Hong, Stephen L. Desjardins","doi":"10.3102/01623737221094563","DOIUrl":"https://doi.org/10.3102/01623737221094563","url":null,"abstract":"We examined how performance-based funding (PBF) for higher education institutions in Tennessee, Ohio, and Indiana affects bachelor’s degree completion, admission practices, and the enrollment of underserved students. Utilizing data from the Integrated Postsecondary Education Data System, we employed an event study analysis, in addition to a canonical difference-in-differences and coarsened exact matching strategy. The event study results revealed no effect in Tennessee, whereas bachelor’s degree completion may have a delayed positive effect in Ohio and Indiana. Interestingly, Indiana institutions funded based on performance increased their institutional selectivity immediately after the funding was enacted, whereas underrepresented students’ enrollment results differed among subgroups across states. We conclude by offering a critical review of the policy regimes and recommending fruitful areas for future research.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"79 - 107"},"PeriodicalIF":3.4,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42303816","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 : 2022-06-20DOI: 10.3102/01623737221097420
E. Morton
Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school. Results indicate that 4-day school weeks decrease per-pupil bullying incidents by approximately 39% and per-pupil fighting incidents by approximately 31%, but have no detectable effect on other incident types, ACT scores, or attendance.
{"title":"Effects of 4-Day School Weeks on Older Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School","authors":"E. Morton","doi":"10.3102/01623737221097420","DOIUrl":"https://doi.org/10.3102/01623737221097420","url":null,"abstract":"Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school. Results indicate that 4-day school weeks decrease per-pupil bullying incidents by approximately 39% and per-pupil fighting incidents by approximately 31%, but have no detectable effect on other incident types, ACT scores, or attendance.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"52 - 78"},"PeriodicalIF":3.4,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41558827","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 : 2022-06-13DOI: 10.3102/01623737221090258
J. Papay, Ann Mantil, R. Murnane
Many states use high-school exit examinations to assess students’ career and college readiness in core subjects. We find meaningful consequences of barely passing the mathematics examination in Massachusetts, as opposed to just failing it. However, these impacts operate at different educational attainment margins for low-income and higher-income students. As in previous work, we find that barely passing increases the probability of graduating from high school for low-income (particularly urban low-income) students, but not for higher-income students. However, this pattern is reversed for 4-year college graduation. For higher-income students only, just passing the examination increases the probability of completing a 4-year college degree by 2.1 percentage points, a sizable effect given that only 13% of these students near the cutoff graduate.
{"title":"On the Threshold: Impacts of Barely Passing High-School Exit Exams on Post-Secondary Enrollment and Completion","authors":"J. Papay, Ann Mantil, R. Murnane","doi":"10.3102/01623737221090258","DOIUrl":"https://doi.org/10.3102/01623737221090258","url":null,"abstract":"Many states use high-school exit examinations to assess students’ career and college readiness in core subjects. We find meaningful consequences of barely passing the mathematics examination in Massachusetts, as opposed to just failing it. However, these impacts operate at different educational attainment margins for low-income and higher-income students. As in previous work, we find that barely passing increases the probability of graduating from high school for low-income (particularly urban low-income) students, but not for higher-income students. However, this pattern is reversed for 4-year college graduation. For higher-income students only, just passing the examination increases the probability of completing a 4-year college degree by 2.1 percentage points, a sizable effect given that only 13% of these students near the cutoff graduate.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"717 - 733"},"PeriodicalIF":3.4,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47229837","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 : 2022-06-10DOI: 10.3102/01623737221084355
A. Saavedra, Kari Lock Morgan, Ying Liu, Marshall W. Garland, Amie Rapaport, Alyssa Hu, Danial Hoepfner, S. Haderlein
Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households.
{"title":"The Impact of Project-Based Learning on AP Exam Performance","authors":"A. Saavedra, Kari Lock Morgan, Ying Liu, Marshall W. Garland, Amie Rapaport, Alyssa Hu, Danial Hoepfner, S. Haderlein","doi":"10.3102/01623737221084355","DOIUrl":"https://doi.org/10.3102/01623737221084355","url":null,"abstract":"Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"638 - 666"},"PeriodicalIF":3.4,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49448793","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 : 2022-05-30DOI: 10.3102/01623737221091574
E. Bettinger, A. Lu, Kaylee T. Matheny, Gregory S. Kienzl
Dual enrollment is an increasingly popular avenue for high school students to earn college credit. However, low-income students are underrepresented among dual enrollment participants. In this study, we use a difference-in-differences design to evaluate a unique federal pilot program that allowed high school students to access Pell Grants to fund their dual enrollment. Generally, we find a negative effect of the pilot program on dual enrollment participation, with no effect on subsequent college attendance. Our qualitative analysis suggests this initiative did not sufficiently meet students’ specific needs, required strong partnerships with high schools to ensure high school counselors informed students about the program, and involved substantial financial and administrative burden for participating institutions.
{"title":"Unmet Need: Evaluating Pell as a Lever for Equitable Dual Enrollment Participation and Outcomes","authors":"E. Bettinger, A. Lu, Kaylee T. Matheny, Gregory S. Kienzl","doi":"10.3102/01623737221091574","DOIUrl":"https://doi.org/10.3102/01623737221091574","url":null,"abstract":"Dual enrollment is an increasingly popular avenue for high school students to earn college credit. However, low-income students are underrepresented among dual enrollment participants. In this study, we use a difference-in-differences design to evaluate a unique federal pilot program that allowed high school students to access Pell Grants to fund their dual enrollment. Generally, we find a negative effect of the pilot program on dual enrollment participation, with no effect on subsequent college attendance. Our qualitative analysis suggests this initiative did not sufficiently meet students’ specific needs, required strong partnerships with high schools to ensure high school counselors informed students about the program, and involved substantial financial and administrative burden for participating institutions.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"783 - 807"},"PeriodicalIF":3.4,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43747928","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 : 2022-05-30DOI: 10.3102/01623737221094565
John J. Cheslock, S. Riggs
Over the last forty years, non-elite private institutions have steadily increased listed tuition and institutional aid. This practice has continued even though the net tuition revenue gains from incoming students have become minimal. We present a new explanation for why these yearly increases continue: The pricing structure of non-elite privates relies upon net price differentials by year of study that are generated through annual increases in listed tuition. We describe how the presence of transfer costs encourages the use of this pricing structure and then document the presence of this pricing structure using data from IPEDS and NPSAS. Similar analyses of public and elite private institutions reveal differences across sectors in the use of differential pricing by year of study.
{"title":"Ever-Increasing Listed Tuition and Institutional Aid: The Role of Net Price Differentials by Year of Study","authors":"John J. Cheslock, S. Riggs","doi":"10.3102/01623737221094565","DOIUrl":"https://doi.org/10.3102/01623737221094565","url":null,"abstract":"Over the last forty years, non-elite private institutions have steadily increased listed tuition and institutional aid. This practice has continued even though the net tuition revenue gains from incoming students have become minimal. We present a new explanation for why these yearly increases continue: The pricing structure of non-elite privates relies upon net price differentials by year of study that are generated through annual increases in listed tuition. We describe how the presence of transfer costs encourages the use of this pricing structure and then document the presence of this pricing structure using data from IPEDS and NPSAS. Similar analyses of public and elite private institutions reveal differences across sectors in the use of differential pricing by year of study.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"45 1","pages":"3 - 26"},"PeriodicalIF":3.4,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47153096","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 : 2022-05-30DOI: 10.3102/01623737221092450
Sarah A. Cordes, Christopher Rick, A. Schwartz
School buses may be a critical education policy lever, breaking the link between schools and neighborhoods and facilitating access to school choice. Yet, little is known about the commute for bus riders, including the average length of the bus ride or whether long commutes harm academic outcomes. We begin to fill this gap using data from New York City to explore the morning commutes of more than 120,000 bus riders. We find that long bus rides are uncommon and that those with long bus rides are disproportionately Black and more likely to attend charter or district choice schools. We find deleterious effects of long bus rides on attendance and chronic absenteeism of district choice students.
{"title":"Do Long Bus Rides Drive Down Academic Outcomes?","authors":"Sarah A. Cordes, Christopher Rick, A. Schwartz","doi":"10.3102/01623737221092450","DOIUrl":"https://doi.org/10.3102/01623737221092450","url":null,"abstract":"School buses may be a critical education policy lever, breaking the link between schools and neighborhoods and facilitating access to school choice. Yet, little is known about the commute for bus riders, including the average length of the bus ride or whether long commutes harm academic outcomes. We begin to fill this gap using data from New York City to explore the morning commutes of more than 120,000 bus riders. We find that long bus rides are uncommon and that those with long bus rides are disproportionately Black and more likely to attend charter or district choice schools. We find deleterious effects of long bus rides on attendance and chronic absenteeism of district choice students.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"689 - 716"},"PeriodicalIF":3.4,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43399160","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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