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Financial Aid Nudges: A National Experiment With Informational Interventions 财政援助补贴:信息干预的全国性实验
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-08-15 DOI: 10.3102/01623737221111403
Lindsay C. Page, Bruce I. Sacerdote, Sara Goldrick-Rab, Benjamin L. Castleman
Despite high prices, many college students do not re-file the Free Application for Federal Student Aid (FAFSA) or file late, making college less affordable. Low-cost technological interventions delivering personalized information and/or advising may improve refiling and academic outcomes, but questions remain regarding the efficacy of this approach at scale. This multi-pronged randomized experiment tested informational and framing text message interventions for a national sample of approximately 10,000 undergraduates. The text outreach caused earlier FAFSA re-filing for some students. However, gains in re-filing during the active intervention period were not sustained after the intervention concluded and did not translate into additional federal financial aid or improved postsecondary persistence or attainment. Implications for the scaling and targeting of nudging are discussed.
尽管价格很高,但许多大学生没有重新提交联邦学生资助免费申请(FAFSA)或延迟提交,这使得上大学的成本更低。提供个性化信息和/或建议的低成本技术干预可能会改善重新申请和学术成果,但这种方法的大规模有效性仍存在问题。这项多管齐下的随机实验对大约10000名本科生的全国样本进行了信息和框架短信干预测试。文本外联导致FAFSA早些时候为一些学生重新申请。然而,在积极干预期间重新申请的收益在干预结束后并没有持续下去,也没有转化为额外的联邦财政援助或提高中学后的持续性或成就。讨论了微调的规模和目标的含义。
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引用次数: 9
Heterogeneity in High School Career and Technical Education Outcomes 高中职业与技术教育成果的异质性
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-08-15 DOI: 10.3102/01623737221103842
Walter G. Ecton, Shaun Dougherty
High school Career and Technical Education (CTE) has received increased attention from policymakers and researchers in recent years. This study fills a needed gap in the growing research base by examining heterogeneity within the wide range of programs falling under the broad moniker of CTE, highlighting the need for nuance in research and policy conversations that often consider CTE as monolithic. Using student-level course-taking records, unemployment insurance, and National Student Clearinghouse data, we examine outcomes including earnings, postsecondary education, and poverty avoidance. We find substantial differences for students in fields as diverse as health care, Information Technology (IT), and construction. We also highlight heterogeneity for student populations historically overrepresented in CTE, and we find large differences in outcomes for CTE students, particularly by gender.
近年来,高中职业技术教育越来越受到政策制定者和研究者的关注。这项研究填补了日益增长的研究基础上的一个必要空白,通过检查在广泛的CTE绰号下的广泛项目中的异质性,强调了在研究和政策对话中需要细微差别,这些研究和政策对话通常认为CTE是单一的。利用学生水平的课程学习记录、失业保险和国家学生信息中心的数据,我们研究了包括收入、高等教育和避免贫困在内的结果。我们发现,在医疗保健、信息技术(IT)和建筑等不同领域,学生之间存在巨大差异。我们还强调了历史上在CTE中比例过高的学生群体的异质性,我们发现CTE学生的结果存在很大差异,尤其是性别差异。
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引用次数: 2
Economic and Racial Integration Through School Choice in New York City 纽约市通过学校选择实现经济和种族融合
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-07-18 DOI: 10.3102/01623737221107928
Jesse Margolis, Daniel Dench, Shirin Hashim
New York City’s school system is among the most diverse and segregated in the United States. Using difference-in-differences and placebo tests, we evaluate two desegregation policies in two geographic districts in New York City, District 3 and District 15. Both districts attempted to lower economic segregation within their district while maintaining school choice, prioritizing economically disadvantaged students for middle school seats in advance of the 2019–2020 school year. District 15, however, set more ambitious prioritization targets and also chose to eliminate academic screens from all middle schools. We find that District 15’s policy lowered economic segregation in sixth grade by 55% and racial segregation by 38%, while District 3’s policy led to no significant change in segregation.
纽约市的学校系统是美国最多样化和最隔离的。使用差异中的差异和安慰剂检验,我们评估了纽约市两个地理区域,第3区和第15区的两项废除种族隔离政策。这两个地区都试图在保持学校选择的同时,降低区域内的经济隔离,在2019-2020学年之前优先考虑经济困难的学生进入中学。然而,第15区制定了更雄心勃勃的优先目标,并选择从所有中学取消学业筛选。我们发现15区的政策将六年级的经济隔离降低了55%,种族隔离降低了38%,而3区的政策并没有导致种族隔离的显著变化。
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引用次数: 0
A New Admission System in Chile and Its Foreseen Moderate Impact on Access for Low-Income Students 智利新的录取制度及其对低收入学生入学的适度影响
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-07-11 DOI: 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.
智利以普遍的择校政策和高度的经济隔离而闻名。种族隔离在一定程度上与选择性入学政策有关。智利实行集中入学制度(新入学制度),PK–12学校必须接受任何申请人,超额认购使用抽签分配。我们利用跨年级和地区分阶段实施的自然实验,试图利用校内和学年固定效应来检测这项政策对低收入学生入学和代表性的任何影响。消除入学障碍可能有助于增加教育机会,但其影响可能受到影响智利不平等的多种结构性因素的限制。我们发现低收入学生的入学机会在短期内几乎没有变化。
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引用次数: 2
Do School Suspension Reforms Work? Evidence From Rhode Island 停学改革有效吗?来自罗德岛的证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-07-04 DOI: 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。
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引用次数: 2
Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design 重新分类会改变英语学习者对学校和自我的感觉吗?回归不连续性设计的证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-06-20 DOI: 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.
重新分类可能是英语学习者(EL)学术经验的一个重要转折点。文献已经探索了重新分类影响学业成绩(如成绩)的潜力,但其对社会情感学习(SEL)技能的影响尚不清楚,因为社会情感学习对长期成功同样具有可塑性和重要性。使用回归不连续性设计,我们检验了重新分类对4-8年级学生SEL技能(自我效能、成长心态、自我管理和社会意识)的因果影响。在所研究的地区,重新分类将接近阈值的学生的学业自我效能提高了0.2个标准差。结果对备选规范和分析具有稳健性。有了这些证据,我们讨论了地区如何建立实践,在ELs中灌输更积极的学术信仰。
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引用次数: 2
Functioning or Dysfunctioning? The Effects of Performance-Based Funding 功能正常还是功能失调?绩效基金的影响
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-06-20 DOI: 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.
我们研究了田纳西州、俄亥俄州和印第安纳州高等教育机构的绩效基金(PBF)如何影响学士学位的完成、入学实践和服务不足学生的入学。利用来自综合高等教育数据系统的数据,我们采用了事件研究分析,以及典型的差异中的差异和粗化的精确匹配策略。事件研究结果显示,在田纳西州没有影响,而在俄亥俄州和印第安纳州,完成学士学位可能有延迟的积极影响。有趣的是,印第安纳州的院校在资助实施后立即提高了对院校的选择性,而代表性不足的学生的入学结果在各州的子群体中有所不同。最后,我们对政策制度进行了批判性的审查,并为未来的研究推荐了富有成效的领域。
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引用次数: 0
Effects of 4-Day School Weeks on Older Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School 4天学校周对大龄青少年的影响:检查计划对高中学业成绩,出勤率和行为的影响
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-06-20 DOI: 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.
近年来,为期四天的学校周在美国各地激增,截至2019年,已在24个州的650多个公立学区推广,但人们对其实施情况知之甚少,对其对学生的影响也没有达成共识。本研究使用来自俄克拉何马州的区级面板数据和差异中的差异研究设计来估计4天学校周对高中生ACT分数、出勤率和学校纪律事件的因果影响。结果表明,每周4天的学校使每个学生的欺凌事件减少了约39%,每个学生的打架事件减少了约31%,但对其他事件类型、ACT分数或出勤率没有明显的影响。
{"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":null,"pages":null},"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}
引用次数: 4
On the Threshold: Impacts of Barely Passing High-School Exit Exams on Post-Secondary Enrollment and Completion 关于门槛:勉强通过高中毕业考试对中学后入学和完成学业的影响
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-06-13 DOI: 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.
许多州利用高中毕业考试来评估学生在核心科目上的职业和大学准备情况。我们发现,在马萨诸塞州,勉强通过数学考试,而不是仅仅不及格,会产生有意义的后果。然而,这些影响对低收入和高收入学生的教育程度不同。与之前的研究一样,我们发现,低收入(尤其是城市低收入)学生的高中毕业概率几乎没有通过考试,但高收入学生则没有。然而,这种模式在4年制大学毕业时发生了逆转。仅对收入较高的学生来说,只要通过考试,完成4年制大学学位的概率就会增加2.1个百分点,考虑到这些接近临界点的学生中只有13%毕业,这一影响相当大。
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引用次数: 1
The Impact of Project-Based Learning on AP Exam Performance 项目学习对AP考试成绩的影响
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2022-06-10 DOI: 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.
利用一项集群随机对照试验,我们估计了与基于讲座的AP方法相比,基于项目学习(PBL)的AP方法对学生高级安置(AP)考试成绩的影响。通过PBL,教师主要扮演促进者的角色,而学生则围绕中心问题完成复杂的任务,最终形成最终产品。我们估计,在所研究的AP课程以及低收入和高收入学生群体中,治疗对整个样本的AP考试成绩产生了积极和显著的影响。研究结果支持教师在所研究的两门课程中采用PBL AP方法,在实行开放招生AP政策并支持PBL的地区中,针对低收入和高收入家庭的学生。
{"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":null,"pages":null},"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}
引用次数: 0
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Educational Evaluation and Policy Analysis
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