Connections Matter: How Interactive Peers Affect Students in Online College Courses

Peers affect individual's productivity in the workforce, in education, and in other team‐based tasks. Using large‐scale language data from an online college course, we measure the impacts of peer interactions on student learning outcomes and persistence. In our setting, students are quasi‐randomly assigned to peers, and as such, we are able to overcome selection biases stemming from endogenous peer grouping. We also mitigate reflection bias by utilizing rich student interaction data. We find that females and older students are more likely to engage in student interactions. Students are also more likely to interact with peers of the same gender and with peers from roughly the same geographic region. For students who are relatively less likely to be engaged in online discussion, exposure to more interactive peers increases their probabilities of passing the course, improves their grade in the course, and increases their likelihood of enrolling in the following academic term. This study demonstrates how the use of large‐scale, text‐based data can provide insights into students’ learning processes.     

The Productivity Costs of Inefficient Hiring Practices: Evidence From Late Teacher Hiring

We use matched employee–employer records from the teacher labor market to explore the effects of late teacher hiring on student achievement. Hiring teachers after the school year starts reduces student achievement by 0.042 SD in mathematics and 0.026 SD in reading. This reflects, in part, a temporary disruption effect in the first year. In mathematics, but not in reading, late‐hired teachers remain persistently less effective, evidence of negative selection in the teacher labor market. Late hiring concentrates in schools that disproportionately serve disadvantaged student populations, contributing to challenges in ensuring an equitable distribution of educational resources for all students.     

Food insecurity negatively impacts academic performance

Recent research has documented high rates of food insecurity among university students, particularly students in their first year. Food insecurity among university students has been linked to poorer self‐reported health and academic outcomes. However, few studies have linked reports of food insecurity to objective student outcomes. In this study, we examine how food insecurity is associated with first‐year university students' (n = 591) academic performance, adjusting for objective measures of high school academic performance and self‐reported indicators of socioeconomic background. Zero‐ and one‐inflated beta regression was used to examine if food insecurity predicted grade point average (GPA) in the fall 2015 and spring 2016 semesters. Logistic regression was used to determine if food insecurity at the end of the fall 2015 and spring 2016 semesters was a predictor of retention to fall 2016. Food‐insecure students had a significantly lower GPA than food‐secure students. In fall 2015, 59% of food‐insecure students obtained at least a “B” grade (GPA = 3.00); our models suggest this percentage would increase to 72% if these same students were food secure. Food‐insecure students were less likely to be enrolled in fall 2016 than food‐secure students (OR = 0.72, 95% CI [0.41, 1.27]), though this difference was not statistically significant. These results indicate that food insecurity negatively impacts first‐year university students' academic performance, even after adjusting for high school academic performance and socioeconomic background. Students GPA, and potentially university retention rates, may increase if food insecurity on campus is minimized.     

Pathways to work for low‐income workers: The effect of work in the temporary help industry

This paper provides new evidence to inform the policy debate about the effect of a newly important industry—the temporary help industry—on the labor market outcomes of low‐income workers and those workers who are at risk of being on public assistance. The core issue of whether temporary help work harms the long‐term prospects of disadvantaged individuals depends critically on the alternatives available to the worker. Temporary employment results in labor market outcomes that are better than not working at all. For example, while nonemployed public assistance recipients have only a 35 percent chance of being employed a year later, those who were in temporary employment have almost twice the likelihood of being employed in the same period. These findings, if correct, would support the use of temporary agencies by welfare programs. © 2003 by the Association for Public Policy Analysis and Management     

What Levels of Racial Diversity Can Be Achieved with Socioeconomic‐Based Affirmative Action? Evidence from a Simulation Model

This paper investigates to what extent socioeconomic status (SES)‐based affirmative action in college admissions can produce racial diversity. Using simulation models, we investigate the racial and socioeconomic distribution of students among colleges under the use of race‐ or SES‐based affirmative action policies, or targeted, race‐based recruitment policies. We find, first, that neither SES‐based affirmative action nor race‐targeted recruiting on their own produce levels of racial diversity achieved by race‐based affirmative action. However, the two policies in combination, although likely expensive, may yield racial diversity comparable to race‐based affirmative action. Second, the use of affirmative action policies by some colleges reduces the diversity of similar‐quality colleges without such policies. Third, the combination of SES‐based affirmative action and race recruiting results in fewer academically‐overmatched Black and Hispanic students than under race‐based affirmative action, but the schools that use both also see a reduction in the academic achievement of enrolled students.     

Hungry minds: Investigating the food insecurity of minority community college students

Research on food insecurity has investigated urban environments at the neighborhood and city level but neglected the importance of college institutions. Community colleges, which serve a larger population of low‐income, food insecure, and minority students than 4‐year institutions, have been especially neglected. In this mixed methods study, we examined how 50 low‐income minority students in an urban community college access food on campus and how the features of their college foodscape shape their food insecurity. We also investigated how students' ability to access food on campus shaped their perceptions of the college institution and their academic endeavors. Our survey findings reveal high levels of food insecurity among our participants. Students' written narratives demonstrate their desire for more appealing and affordable food on campus and reveal their distrust of the college institution. Furthermore, students connect their food insecurity to their ability to concentrate on academic tasks. Thus, the accessibility of food on campus appears to affect students' perceptions of their community college institution and has implications for their emotional and academic development. Our work suggests that both researchers and college institutions must examine the inadvertent signals that institutions send to food insecure students through their food policies.     

Long‐Run Labor Market Effects of the Job Corps Program: Evidence from a Nationally Representative Experiment

Job Corps is the nation's largest and most comprehensive career technical training and education program for at‐risk youth ages 16 to 24. Using the sample from a large‐scale experiment of the program from the mid‐1990s, this article uses tax data through 2015 (20 years later) to examine long‐term labor market impacts. The study finds some long‐term beneficial effects for the older students, with employment gains of 4 percentage points, 40 percent reductions in disability benefit receipt, and 10 percent increases in tax filing rates in 2015. For these students, program benefits exceeded program costs from the social perspective. This study is the first to establish that a national program for disconnected youth can produce long‐term labor market gains, and can be a positive investment made for society. The results suggest that intensive, comprehensive services that focus on developing both cognitive and noncognitive skills are important for improving labor market prospects for this population.     

Patrolling Public Schools: The Impact of Funding for School Police on Student Discipline and Long‐term Education Outcomes

As police officers have become increasingly common in U.S. public schools, their role in school discipline has often expanded. While there is growing public debate about the consequences of police presence in schools, there is scant evidence of the impact of police on student discipline and academic outcomes. This paper provides the first quasi‐experimental estimate of funding for school police on student outcomes, leveraging variation in federal Community Oriented Policing Services (COPS) grants. Exploiting detailed data on over 2.5 million students in Texas, I find that federal grants for police in schools increase middle school discipline rates by 6 percent. The rise in discipline is driven by sanctions for low‐level offenses or school code of conduct violations. Further, I find that Black students experience the largest increases in discipline. I also find that exposure to a three‐year federal grant for school police is associated with a 2.5 percent decrease in high school graduation rates and a 4 percent decrease in college enrollment rates.     

How important are the cognitive skills of teenagers in predicting subsequent earnings?

How important are teenagers' cognitive skills in predicting subsequent labor market success? Do cognitive skills pay off in the labor market only for students who go to college? Does college benefit only students who enter with strong basic skills? These questions are often parts of current policy debates about how to improve the earnings prospects for young Americans. This paper addresses these questions using two longitudinal data sets with earnings information from the mid‐1980s and early 1990s. It shows that the same evidence can be used to support the claim that cognitive skills are important determinants of subsequent earnings, and that the effect of cognitive skills is modest. It also shows that while some evidence indicates that college pays off more for students who enter with strong cognitive skills than for students who enter with weaker skills, the bulk of the evidence does not support this conclusion. © 2000 by the Association for Public Policy Analysis and Management.     

Charter High Schools’ Effects on Long‐Term Attainment and Earnings

Since their inception in 1992, the number of charter schools has grown to more than 6,800 nationally, serving nearly three million students. Various studies have examined charter schools’ impacts on test scores, and a few have begun to examine longer‐term outcomes including graduation and college attendance. This paper is the first to estimate charter schools’ effects on earnings in adulthood, alongside effects on educational attainment. Using data from Florida, we first confirm previous research (Booker et al., 2011 ) that students attending charter high schools are more likely to graduate from high school and enroll in college. We then examine two longer‐term outcomes not previously studied in research on charter schools—college persistence and earnings. We find that students attending charter high schools are more likely to persist in college, and that in their mid‐20s they experience higher earnings.     

The Effects of California's Paid Family Leave Program on Mothers’ Leave‐Taking and Subsequent Labor Market Outcomes

This analysis uses March Current Population Survey data from 1999 to 2010 and a differences‐in‐differences approach to examine how California's first in the nation paid family leave (PFL) program affected leave‐taking by mothers following childbirth, as well as subsequent labor market outcomes. We obtain robust evidence that the California program doubled the overall use of maternity leave, increasing it from an average of three to six weeks for new mothers—with some evidence of particularly large growth for less advantaged groups. We also provide evidence that PFL increased the usual weekly work hours of employed mothers of 1‐ to 3‐year‐old children by 10 to 17 percent and that their wage incomes may have risen by a similar amount.     

College Guidance for All: A Randomized Experiment in Pre‐College Advising

Pre‐college advising programs exist in most disadvantaged high schools throughout the United States. These programs supplement traditional advising by high school guidance counselors and attempt to help underrepresented and disadvantaged students overcome the complexities of the postsecondary admission and financial aid processes. Existing evidence on these programs often uses within‐school randomization where spillovers and alternative supports may confound estimates. We provide the first evidence on a whole school intervention resulting from a school‐level randomized controlled trial in the United States. The college access program we study uses a near‐peer model where a recent college graduate works at the school assisting students in the application and enrollment process. Pooled results across the first three years of program implementation find no significant impacts on overall college enrollment. However, subgroup analyses reveal positive, significant effects among the groups most targeted by the intervention: Hispanic and low‐income students. Most of the impact comes through increasing two‐year college enrollment, but this appears to be new entrants rather than inducing students to move from four‐year to two‐year colleges. The observed positive effects for these subgroups attenuate over time. We attribute this drop in the estimated impact to departures in fidelity of the experiment. Even among the cohorts for which we find positive enrollment impacts, we find no significant impacts on college persistence.     

Can Financial Aid Help to Address the Growing Need for STEM Education? The Effects of Need‐Based Grants on the Completion of Science,Technology, Engineering,and Math Courses and Degrees

Although workers in science, technology, engineering, and math (STEM) fields earn above‐average wages, the number of college graduates prepared for STEM jobs lags behind employer demand. A key question is how to recruit and retain college students in STEM majors. We offer new evidence on the role of financial aid in supporting STEM attainment. Exploiting a regression discontinuity that allows for causal inference, we find that eligibility for need‐based financial aid increased STEM credit completion by 20 to 35 percent among academically‐ready students in a large, public higher education system. These results appear to be driven by shifting students into STEM‐heavy course loads, suggesting aid availability impacts the academic choices students make after deciding to enroll. We also find suggestive evidence that aid offers increase degree attainment in STEM fields, although we cannot rule out null impacts on STEM degree production.     

College Enrollment and Completion Among Nationally Recognized High‐Achieving Hispanic Students

Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we investigate the impacts of the College Board's National Hispanic Recognition Program (NHRP), which recognizes the highest‐scoring 11th‐grade Hispanic students on the PSAT/NMSQT, as a mechanism of improving college choice and completion. The program not only informs students about their relative ability, but it also enables colleges to identify, recruit, and offer enrollment incentives. Overall, we find that the program has strong effects on college attendance patterns, shifting students from two‐year to four‐year institutions, as well as to colleges that are out‐of‐state and public flagships, all areas where Hispanic attendance has lagged. NHRP shifts the geographic distribution of where students earn their degree, and increases overall bachelor's completion among Hispanic students who traditionally have had lower rates of success. These results demonstrate that college outreach can have significant impacts on the enrollment choices of Hispanic students and can serve as a policy lever for colleges looking to draw academically talented students.     

For Those Who Care: The Effect of Public Service Motivation on Sector Selection

Public service motivation (PSM) theory suggests that the alignment of values may explain sorting into public service work. Evidence suggests that people with high PSM cluster in government and nonprofit organizations. However, reliance on cross‐sectional data leaves open the question of whether observed patterns are the result of public and nonprofit organizations attracting and selecting high‐PSM people or cultivating PSM through socialization within the sector. Using longitudinal data, this article analyzes the relationship between motivational bases, such as PSM, and sorting into the public, for‐profit, and nonprofit sectors. The results indicate that PSM‐related values, measured before labor market entry, predict the sector a person will select for employment. Moreover, the effect on sector selection does not operate through some commonly cited alternative predictor of sector employment, such as college completion. Rather, PSM predicts sorting into college majors in a manner consistent with sector sorting in the labor market.     

Spillover effects of inclusion of classmates with emotional problems on test scores in early elementary school

Over the last decade, the federal government has directed schools to provide educational instruction for students with special needs in general education settings to the extent possible. While there is mixed evidence on the effects of these inclusion policies on the students with special needs, research examining potential spillovers of inclusion on non‐disabled classmates has been scarce. There is particularly little research on the effects of inclusion policies on classmates during early elementary grades. This paper begins to fill in this gap by using a nationally representative, longitudinal survey of kindergartners. Cross‐sectional results suggest that having a classmate with an emotional problem decreases reading and math scores at the end of kindergarten and first grade by over 10 percent of a standard deviation, which is one‐third to one‐half of the minority test score gap. To control for nonrandom sorting of students to schools, as well as students to classrooms, this paper uses school‐level and then student‐level fixed effects. Results from the preferred empirical models suggest a decrease of approximately 5 percent of a standard deviation in math and reading scores, though the reading results are less robust. The results also indicate moderate racial and gender differences in the effects. © 2010 by the Association for Public Policy Analysis and Management.     

Racial Inequality in Democratic Accountability: Evidence from Retrospective Voting in Local Elections

One important and, to date, overlooked component of democratic accountability is the extent to which it might exacerbate existing societal inequalities if the outcomes for some groups of citizens are prioritized over others when voters evaluate governmental performance. We analyze a decade of California school board elections and find evidence that voters reward or punish incumbent board members based on the achievement of white students in their district, whereas outcomes for African American and Hispanic students receive comparatively little attention. We then examine public opinion data on the racial education achievement gap and report results from an original list experiment of California school board members that finds approximately 40% of incumbents detect no electoral pressure to address poor academic outcomes among racial minority students. We conclude by discussing the implications of these findings for several scholarly literatures, including retrospective voting, racial inequality in political influence, intergovernmental policymaking, and education politics.     

Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee

Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students’ subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in eleventh rather than twelfth grade. We see limited evidence of improvements in early math performance during college.     

Financial aid and for‐profit colleges: Does aid encourage entry?

Concerns over rising college tuition and slow economic growth have brought renewed attention to the role of federal and state financial aid programs in opening access to education. Despite a large body of literature examining the effects of grant aid on four‐year and public two‐year college enrollment, for‐profit colleges—particularly the vast majority that offer two‐year degrees and certificates—have largely been ignored. Using panel data methods and a new administrative data set of for‐profit colleges operating in California between 1989 and 2003, I assess the impact of the federal Pell Grant program, the G.I. Bill, and California's Cal Grant program on the net number of for‐profit colleges per county. The results suggest that for both Pell and Cal Grants, increases in the per‐student maximum award encourage for‐profit entry. This relationship is particularly strong in counties with high adult poverty levels, where more students are eligible for aid. Further, these gains in the private sector do not appear to come at the expense of the public sector. Rather, public community colleges also experience enrollment gains as the generosity of Pell and Cal Grants increases, although this reaction appears to be weaker than the reaction of for‐profits. © 2010 by the Association for Public Policy Analysis and Management.