Five‐year effects of an anti‐poverty program on marriage among never‐married mothers

Using data from an experimental evaluation of the New Hope project, an anti‐poverty program that increased employment and income, this study examined the effects of New Hope on entry into marriage among never‐married mothers. Among never‐married mothers, New Hope significantly increased rates of marriage. Five years after random assignment, 21 percent of women assigned to the New Hope condition were married, compared to 12 percent of those assigned to the control group. The New Hope impact on marriage was robust to variations in model specification. The program also increased income, wage growth, and goal efficacy among never‐married mothers, and decreased depression. In non‐experimental analyses, income and earnings were associated with higher probability of marriage and material hardship was associated with lower probability of marriage. © 2006 by the Association for Public Policy Analysis and Management     

Cognitive and non‐cognitive predictors of success in adult education programs: Evidence from experimental data with low‐income welfare recipients

Using data on approximately 2,000 low‐income welfare recipients in a three‐site random‐assignment intervention conducted in the early 1990s (the NEWWS), we examine the role of cognitive and non‐cognitive factors in moderating experimental impacts of an adult education training program for women who lacked a high school degree or GED at the time of random assignment. Both cognitive and noncognitive skills (in particular, locus of control) moderate treatment impacts. For the sample as a whole, assignment to an education‐focused program had a statistically significant (albeit modest) 8 percentage point impact on the probability of degree receipt. For those with low cognitive skills, virtually all of these program impacts were eliminated. However, non‐cognitive skills play a substantively important role such that women with high cognitive skills but low non‐cognitive skills are only half as likely to earn a degree as their counterparts with high skills of both types. © 2008 by the Association for Public Policy Analysis and Management.     

Does whole‐school reform boost student performance? The case of New York City

Thousands of schools around the country have implemented whole‐school reform programs to boost student performance. This paper uses quasi‐experimental methods to estimate the impact of whole‐school reform on students' reading performance in New York City, where various reform programs were adopted in dozens of troubled elementary schools in the mid‐1990s. This paper complements studies based on random assignment by examining a broad‐based reform effort and explicitly accounting for implementation quality. Two popular reform programs—the School Development Program and Success for All—were not found to significantly increase reading scores but might have been if they had been fully implemented. The More Effective Schools program was found to boost reading scores, but this effect seems to disappear when the program “trainers” leave the school. © 2005 by the Association for Public Policy Analysis and Management.     

How welfare reform affects young children: Experimental findings from Connecticut—A research note

As welfare‐to‐work reforms increase women's labor market attachment, the lives of their young children are likely to change. This note draws on a random‐assignment experiment in Connecticut to ask whether mothers' rising employment levels and program participation are associated with changes in young children's early learning and cognitive growth. Children of mothers who entered Connecticut's Jobs First program, an initiative with strict 21‐month time limits and work incentives, displayed moderate advantages in their early learning, compared with those in a control group. A number of potential mechanisms for this effect are explored, including maternal employment and income, home environment, and child care. Mothers in the new welfare program are more likely to be employed, have higher income, are less likely to be married, have more children's books in their home, and take their children to libraries and museums more frequently. However, these effects explain little of the observed gain in child outcomes. Other parenting practices and the home's social environment do explain early learning, but these remained unaffected by welfare reform. © 2003 by the Association for Public Policy Analysis and Management     

The Effects of Tulsa's Pre‐K Program on Middle School Student Performance

As states have upgraded their commitment to pre‐K education over the past two decades, questions have arisen. Critics argue that program effects are likely to fade out or disappear over time, while supporters contend that program effects are likely to persist under certain conditions. Using data from Tulsa Public Schools, three neighboring school districts, and the state of Oklahoma, and propensity score weighting, we estimate the effects of Tulsa's universal, school‐based pre‐K program on multiple measures of academic progress for middle school students. We find enduring effects on math achievement test scores, enrollment in honors courses, and grade retention for students as a whole, and similar effects for certain subgroups. We conclude that some positive effects of a high‐quality pre‐K program are discernible as late as middle school.     

An effectiveness‐based evaluation of five state pre‐kindergarten programs

Since 1980, the number of state pre‐kindergarten (pre‐K) programs has more than doubled, with 38 states enrolling more than one million children in 2006 alone. This study evaluates how five state pre‐K programs affected children's receptive vocabulary, math, and print awareness skills. Taking advantage of states' strict enrollment policies determined by a child's date of birth, a regression‐discontinuity design was used to estimate effects in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia. For receptive vocabulary, only New Jersey and Oklahoma yielded significant standardized impacts, though two of the three other coefficients were in a direction indicating positive effects. For math, all the coefficients were positive but only Michigan and New Jersey yielded reliable results. The largest impacts were for print awareness, where all five coefficients were positive and four were reliable in Michigan, New Jersey, South Carolina, and West Virginia. The five states were not randomly selected and, on average, have higher quality program standards than non‐studied states, precluding formal extrapolation to the nation at large. However, our sample of states differed in many other ways, permitting the conclusion that state pre‐K programs can have positive effects on children's cognitive skills, though the magnitude of these effects varies by state and outcome. © 2008 by the Association for Public Policy Analysis and Management.     

Can child care assistance in welfare and employment programs support the employment of low‐income families?

Policymakers have long recognized child care as a key ingredient in low‐income parents' employability. We examine the effects of expansions in child care policies that were bundled with a mix of employment‐related policies and implemented as part of several random assignment studies on families' child care access and cost. Almost all of these welfare and employment programs increased employment and led to concomitant increases in the use of child care, especially paid child care. Only the programs that also expanded access or affordability of child care consistently increased the use of child care subsidies and reduced out‐of‐pocket costs to parents, allowing parents to purchase center‐based care. With one exception, such programs had small effects on employment‐related child care problems, suggesting that broader and more generous targeting of child care assistance may be important for achieving the goal of enhancing the stability of employment among low‐income families. © 2004 by the Association for Public Policy Analysis and Management.     

School Vouchers and Student Outcomes: Experimental Evidence from Washington,DC

School vouchers are the most contentious form of parental school choice. Vouchers provide government funds that parents can use to send their children to private schools of their choice. Here we examine the empirical question of whether or not a school voucher program in Washington, DC, affected achievement or the rate of high school graduation for participating students. The District of Columbia Opportunity Scholarship Program (OSP) has operated in the nation's capital since 2004, funded by a federal government appropriation. Because the program was oversubscribed in its early years of operation, and vouchers were awarded by lottery, we were able to use the “gold standard” evaluation method of a randomized experiment to determine what impacts the OSP had on student outcomes. Our analysis revealed compelling evidence that the DC voucher program had a positive impact on high school graduation rates, suggestive evidence that the program increased reading achievement, and no evidence that it affected math achievement. We discuss the implications of these findings in light of recent policy developments including the reauthorization of the OSP and the enactment or expansion of more than a dozen school voucher or voucher‐type programs throughout the United States in 2011 and 2012.     

Testing the School‐to‐Prison Pipeline

The School‐to‐Prison Pipeline is a social phenomenon where students become formally involved with the criminal justice system as a result of school policies that use law enforcement, rather than discipline, to address behavioral problems. A potentially important part of the School‐to‐Prison Pipeline is the use of sworn School Resource Officers (SROs), but there is little research on the causal effect of hiring these officers on school crime or arrests. Using credibly exogenous variation in the use of SROs generated by federal hiring grants specifically to place law enforcement in schools, I find evidence that law enforcement agencies learn about more crimes in schools upon receipt of a grant, and are more likely to make arrests for those crimes. This primarily affects children under the age of 15. However, I also find evidence that SROs increase school safety, and help law enforcement agencies make arrests for drug crimes occurring on and off school grounds.     

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.     

Improving the Implementation and Effectiveness of Out‐of‐School‐Time Tutoring

School districts are spending millions on tutoring outside regular school day hours for economically and academically disadvantaged students in need of extra academic assistance. Under No Child Left Behind (NCLB), parents of children in persistently low‐performing schools were allowed to choose their child's tutoring provider, and together with school districts, they were also primarily responsible for holding providers in the private market accountable for performance. We present results from a multisite, mixed‐method longitudinal study of the impact of out‐of‐school time (OST) tutoring on student reading and mathematics achievement that link provider attributes and policy and program administration variables to tutoring program effectiveness. We find that many students are not getting enough hours of high‐quality, differentiated instruction to produce significant gains in their learning, in part because of high hourly rates charged by providers for tutoring. We identify strategies and policy levers that school districts can use to improve OST tutoring policy design and launch improved programs as waivers from NCLB are granted.     

The Influence of Low‐Income Children's Participation in Head Start on Their Parents’ Education and Employment

Head Start is the oldest and largest federally funded preschool program in the United States. From its inception in 1965, Head Start not only provided early childhood education, care, and services for children, but also sought to promote parents’ success. However, almost all evaluation studies of Head Start have focused solely on children's cognitive and social outcomes rather than on parents’ outcomes. The present study examines whether children's participation in Head Start promotes parents’ educational advancement and employment. We use data from the Head Start Impact Study (HSIS), a randomized trial of over 4,000 newly entering three‐ and four‐year‐old children. We find that parents of children in the three‐year‐old cohort (but not the four‐year‐old cohort), who were randomly assigned to and participated in Head Start, had steeper increases in their own educational attainment by child age six years compared to parents of children in the control group. This pattern is especially strong for parents who had at least some college experience at baseline, as well as for African‐American parents. We do not find evidence that Head Start helped parents enter or return to the workforce over time. Results are discussed in the context of using high‐quality early childhood education as a platform for improving both child and parent outcomes.     

Differential effects of high‐quality child care

In policy research a frequent aim is to estimate treatment effects separately by subgroups. This endeavor becomes a methodological challenge when the subgroups are defined by post‐treatment, rather than pre‐treatment, variables because if analyses are performed in the same way as with pre‐treatment variables, causal interpretations are no longer valid. The authors illustrate a new approach to this challenge within the context of the Infant Health and Development Program, a multisite randomized study that provided at‐risk children with intensive, center‐based child care. This strategy is used to examine the differential causal effects of access to high‐quality child care for children who would otherwise have participated in one of three child care options: no non‐maternal care, home‐based non‐maternal care, and center‐based care. Results of this study indicate that children participating in the first two types of care would have gained the most from high‐quality center‐based care and, moreover, would have more consistently retained the bulk of these positive benefits over time. These results may have implications for policy, particularly with regard to the debate about the potential implications of providing universal child care. © 2002 by the Association for Public Policy Analysis and Management.     

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City

Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take‐up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic performance, attendance, and engagement. Others caution BIC has deleterious effects on child weight. We use the implementation of BIC in New York City (NYC) to estimate its impact on meals program participation, body mass index (BMI), achievement, and attendance. While we find large effects on participation, our findings provide no evidence of hoped‐for gains in academic performance, or of feared increases in obesity. The policy case for BIC will depend upon reductions in hunger and food insecurity for disadvantaged children, or its longer‐term effects.     

The effect of attending full‐day kindergarten on English learner students

A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified School District to examine the impact of full‐day kindergarten on academic achievement, retention, and English language fluency using difference‐in‐differences models. We do not find signficant effects of full‐day kindergarten on most academic outcomes and English fluency through second grade. However, we find that EL students attending full‐day kindergarten were 5 percentage points less likely to be retained before second grade and there are differential effects for several outcomes by student and school characteristics. © 2011 by the Association for Public Policy Analysis and Management.     

The Impact of Child‐Care Subsidies on Child Development: Evidence from Geographic Variation in the Distance to Social Service Agencies

In this paper, we examine the impact of U.S. child‐care subsidies on the cognitive and behavioral development of children in low‐income female‐headed families. We identify the effect of subsidy receipt by exploiting geographic variation in the distance that families must travel from home to reach the nearest social service agency that administers the subsidy application process. Using data from the Kindergarten cohort of the Early Childhood Longitudinal Study, our instrumental variables estimates suggest that children receiving subsidized child care in the year before kindergarten score lower on tests of cognitive ability and reveal more behavior problems throughout kindergarten. An auxiliary analysis of longer‐run outcomes shows that these negative effects largely disappear by the time children finish first grade.     

The effect of child support on welfare exits and re‐entries

Much of the literature on welfare dynamics has focused on the effects of recipient characteristics and state‐level characteristics such as welfare benefits and economic conditions; there has been very little analysis on the effects of child support. This paper, using the 1979‐1996 National Longitudinal Survey of Youth, examines whether child support affects the likelihood of leaving and re‐entering welfare. The results indicate that strong child support enforcement is important in helping young mothers exit and stay off welfare. Women with $1000 child support payments in the previous year were 18 percent more likely to exit welfare and 12 percent less likely to re‐enter welfare. Compared with women in states that pursued child support least vigorously, women in states that had passed extensive child support enforcement legislation and that spent more money on child support enforcement were 79 percent more likely to exit welfare and about 60 percent less likely to re‐enter welfare. © 2002 by the Association for Public Policy Analysis and Management.     

Sinking Swann: Public School Choice and the Resegregation of Charlotte's Public Schools

Public school choice is a widely used tool for education reform and may be a way to improve school accountability and efficiency. This article examines what happened to student outcomes when Charlotte‐Mecklenburg Schools, a large and diverse urban school district located in North Carolina, changed its assignment policy to one of open enrollment with mandatory choice. The previous policy used a broad array of magnet schools and a limited amount of mandatory busing to achieve desegregation. The new policy required that all students choose a school, and it specifically avoided using race or ethnicity considerations in assigning students. The article examines the impacts of the new policy on the end‐of‐grade standardized tests in reading and math. The article uses regression analysis to discover whether the scores of various groups of students increased or decreased after the policy change. The analysis suggests that the “race‐neutral” assignment policy was neither neutral in the opportunity it provided students to attend their school of choice nor in its academic outcomes. Anglo students were more likely to receive their first choice of schools and to improve their scores. African American students were less likely to receive their first choice school and their scores declined.     

Getting a Job is Only Half the Battle: Maternal Job Loss and Child Classroom Behavior in Low-Income Families

This study uses data from an experimental employment program and instrumental variables (IV) estimation to examine the effects of maternal job loss on child classroom behavior. Random assignment to the treatment at one of three program sites is an exogenous predictor of employment patterns. Cross-site variation in treatment-control differences is used to identify the effects of employment levels and transitions. Under certain assumptions, this method controls for unobserved correlates of job loss and child well-being, as well as measurement error and simultaneity. IV estimates suggest that maternal job loss sharply increases problem behavior but has neutral effects on positive social behavior. Current employment programs concentrate primarily on job entry, but these findings point to the importance of promoting job stability for workers and their children.     

Revisiting the Income Tax Effects of Legalizing Same‐Sex Marriages

In this paper we estimate the impacts on income tax collections of legalizing same‐sex marriage. We utilize new individual‐level data sources to estimate the federal income tax consequences of legalizing same‐sex marriages. These data sources also allow us to estimate the impact of legalization on state income tax collections. We find that 23 states would realize a net fiscal benefit from legalization, while 21 states would experience a decline in revenue. The potential (annual) changes in state tax revenue range from negative $29 million in California to positive $16 million in New York. At the federal level, our estimates suggest an overall reduction in revenues, ranging from a potential loss of $187 million to $580 million. Overall, we find that the federal and state impacts are quite modest. We also find that our estimates are only marginally affected by alternative assumptions about how many same‐sex couples will choose to marry and which partner will claim any children for tax deduction purposes.