Education Law eJournal最新文献

{"title":"Racial and Socioeconomic Test-Score Gaps in New England Metropolitan Areas: State School Aid and Poverty Segregation","authors":"K. Bradbury","doi":"10.2139/ssrn.3832309","DOIUrl":"https://doi.org/10.2139/ssrn.3832309","url":null,"abstract":"Test-score data show that both low-income and racial-minority children score lower, on average, on states’ elementary-school accountability tests compared with higher-income children or white children. While different levels of scholastic achievement depend on a host of influences, such test-score gaps point toward unequal educational opportunity as a potentially important contributor. This report explores the relationship between racial and socioeconomic test-score gaps in New England metropolitan areas and two factors associated with unequal opportunity in education: state equalizing school-aid formulas and geographic segregation of low-income students. The underlying methods do not allow a strict causal interpretation; however, both aspects are strongly related to test-score gaps, with poverty segregation between school districts especially important in New England. The report first explores the degree to which state school aid is progressive, that is, distributed disproportionately to districts with high fractions of students living in poverty; more progressive distributions are associated with smaller test-score gaps in high-poverty metropolitan areas. All U.S. states distribute some state revenue to support local school districts, but the extent to which such aid is focused on districts with greater concentrations of poverty varies considerably. The relationships estimated in the empirical analysis suggest that New England metro areas with high average district poverty in states with more progressive aid distributions, such as Springfield, Massachusetts, should see somewhat smaller racial and socioeconomic test-score gaps than metro areas with lower district poverty in states with less progressive school aid, such as Burlington, Vermont; that predicted difference in white-Black test-score gaps amounts to about one-quarter of the actual difference between Springfield’s gap and Burlington’s gap. The second factor explored is poverty segregation; test-score gaps are larger in metropolitan areas where, compared with white children or higher-income children, minority children or low-income children go to school with, or are in school districts with, more students from low-income families. Partly because school districts (and cities and towns) are relatively small geographically in New England, poverty segregation in the region’s metropolitan areas is most pronounced between districts, not between schools within school districts. The sizes of the estimated relationships suggest that metro areas with the highest between-district poverty segregation, such as Bridgeport-Stamford-Norwalk, Connecticut, should have markedly larger test-score gaps than metro areas with moderate poverty segregation between districts, such as Manchester-Nashua, New Hampshire; those predicted differences amount to 60 percent to 90 percent of the actual test-score gap differences between the Bridgeport and Manchester metro areas. States can alter either or both of these fac","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132783648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Roles of State Aid and Local Conditions in Elementary School Test-Score Gaps","authors":"K. Bradbury","doi":"10.29412/RES.WP.2021.02","DOIUrl":"https://doi.org/10.29412/RES.WP.2021.02","url":null,"abstract":"Equal educational opportunity is a core American value. Yet many children of low-income or minority racial or ethnic status attend public schools that are lower quality compared with those that white children or high-income children attend. And data indicate that, on average, low-income or minority children score lower on states’ elementary-school accountability tests compared with higher-income children or white children. Such test-score gaps serve as evidence of unequal educational opportunity. This study uses information from metropolitan areas and from school districts to understand which factors are strongly related to the size of racial and socioeconomic test-score gaps. One key factor is the degree to which state aid to school districts is distributed progressively—that is, distributed disproportionately to districts with high fractions of students living in poverty—with progressive distributions associated with smaller test-score gaps in high-poverty metros or districts. Second, test-score gaps are larger in metropolitan areas and districts where poverty segregation is greater, that is, where, compared with white children or higher-income children, minority children or low-income children go to school with, or are in school districts with, more students from low-income families.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"17 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120910699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Choice and Loss Aversion","authors":"Vincent Meisner, Jonas von Wangenheim","doi":"10.2139/ssrn.3496769","DOIUrl":"https://doi.org/10.2139/ssrn.3496769","url":null,"abstract":"Extensive evidence suggests that participants in the direct student-proposing deferred-acceptance mechanism (DSPDA) play dominated strategies. In particular, students with low priority tend to misrepresent their preferences for popular schools. To explain the observed data, we introduce expectation-based loss aversion into a school-choice setting and characterize choice-acclimating personal equilibria in DSPDA. Truthful equilibria can fail to exist, and DSPDA might implement unstable and more inefficient allocations in both small and large markets. Specifically, it discriminates against students who are more loss averse or less overconfident than their peers, and amplifies already existing (or perceived) discrimination. To level the playing field, we propose serial dictatorship mechanisms as a strategy proof and stable alternative that is robust to these biases.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132351516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Makes A Bully?","authors":"Yiming Xia","doi":"10.2139/ssrn.3683897","DOIUrl":"https://doi.org/10.2139/ssrn.3683897","url":null,"abstract":"Bullying is on the rise among young people but the cause is unknown. This paper provides a first empirical study on the cause of bullying perpetration with a focus on the socioeconomic status inequality within the class. Using a sample of 7th-graders who were randomly assigned to classes at the beginning of middle school, I find that a 0.1 units increase in the within-class standard deviation of SES led to an increase in the average probability of becoming bullies by1.4 percentage points. The effect concentrate among the higher ability students, younger, male and less motivated students. Policy simulations suggest that reducing the within-class standard deviation of SES led to a reduction in the probability of bullying perpetration by 2.7 percentage points. It provides a solid ground for interventions to reduce bullying incidents.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127184089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Good Initiative, Bad Judgement: The Unintended Consequences of Title IX’s Proportionality Standard on NCAA Men’s Gymnastics and the Transgender Athlete","authors":"J. Shearer","doi":"10.2139/ssrn.3453392","DOIUrl":"https://doi.org/10.2139/ssrn.3453392","url":null,"abstract":"Title IX fails to provide the tools or guidelines necessary to equalize opportunities for all student athletes in the collegiate setting despite the government’s continuous effort to explain the law. This failure is because judicial precedent has largely developed around the binary proportionality test of compliance. Title IX was originally intended to equalize educational opportunities for male and female students in order to remedy past discrimination in our society. However, the application of Title IX has frequently created fewer opportunities in athletics due to the unintended relationship between the proportionality standard and the social phenomenon that is the commercialization of college sports. This comment will highlight recent historical challenges with Title IX's application in college athletics with a focus on men’s gymnastics. This comment proposes that the Office for Civil Rights revoke their policy letter outlining the binary proportionality test, so that universities will be incentivized to use more qualitative measures of compliance. Finally, this comment will highlight developing legal issues with the application of the binary proportionality test on transgender athletes.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134506055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thinking Outside the Bus: Revitalizing the Role of a Teacher's Standard of Care During After-School Hours","authors":"Jeffrey M. Delman","doi":"10.2139/ssrn.3327527","DOIUrl":"https://doi.org/10.2139/ssrn.3327527","url":null,"abstract":"A staggering 14 million school children are left unaccompanied every afternoon on America’s elementary, middle, and high school campuses. While some loiter around waiting for a parent to pick them up, still others wait for a ride home after finishing up an athletic practice or music rehearsal later into the evening. When something goes wrong and an unsupervised child ends up injuring themselves or damaging property during after-school hours, who is responsible? Is the school liable for not monitoring these students or do parents bear the burden of making sure their child arrives home safely and out of trouble? Such questions have few answers from a compulsory education system wrought with nationwide inconsistencies, contradictory jurisprudence, and one-sided immunity practices. In its present condition, this custodial blame game does little to make after-school environments safer for America’s schoolchildren.<br><br>Fortunately, a legislative opportunity to clarify these liability concerns will immensely benefit teachers, parents, and students alike. In my analysis, I present an original catalogue of state education codes that offers insight into the best practices of how states handle the delicate transition of custodial powers from school to parent. A unique cross section of case law accompanies that catalogue to further examine how our country’s legal system has attempted to rectify such uncertainty in the past. While the topic of after-school liability has often gone unreported and unresolved in many of America’s courts and state houses, a brave few have taken up the issue, and the solution is clear: model legislation must be drafted to provide a standardized approach that benefits students everywhere. <br><br>The model legislation I propose includes (1) an elevated professional standard for teachers monitoring campuses after school, (2) bright-line education code that requires school districts statewide to adhere to standardized language, and (3) recommendations for schools to better engage their local communities in hopes of offering clear solutions for getting kids home safely. Alongside such model legislation is a practical analysis of the resources involved in such reform, and an acknowledgement that much of the infrastructure already exists to make this solution a practical reality. In the end, our school children deserve clearly defined practices determining who has supervisory liability upon the conclusion of the school day. <br>","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116663591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The 2018 Revealed-Preferences Ranking of Law Schools","authors":"Cj Ryan, Brian L. Frye","doi":"10.2139/ssrn.3154111","DOIUrl":"https://doi.org/10.2139/ssrn.3154111","url":null,"abstract":"In 2017, we published A Revealed-Preferences Ranking of Law Schools, which presented the first (intentionally) subjective ranking of law schools based on the revealed preferences of matriculating students. We created a subjective ranking system as an alternative to other law school rankings, which are objective, because their purpose is to tell prospective law students where to matriculate. Our “revealed-preferences” ranking is subjective, because its purpose is to ask where prospective law students choose to matriculate. In other words, objective rankings tell students what they should want, but our subjective ranking asks what students actually want. In this article, we altered our methodology to present a law school ranking based exclusively on the combined scores of the students in a school’s 2017 incoming class. We also compare this ranking to our previous ranking, as well as other objective ranking systems, and provide regional rankings of law schools.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115387039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Manifestations of Academic Untouchability: A Case Study on Implementation of Reservations As per a Central Act in a Central University in Southern India","authors":"C. Samraj","doi":"10.2139/ssrn.3117322","DOIUrl":"https://doi.org/10.2139/ssrn.3117322","url":null,"abstract":"Indian society is characterized by highly unequal social structure where the beneficiaries are seldom aware about policy changes enacted by the parliament. In such scenario, the onus to ensure proper implementation of the policies are vested with the institutions and more specifically the decision making authorities of the institutions. While the government has reserved 15% for SC, 7.5 % for STs and 27 % for OBCs, these very proportions have been used by the institution (administrative personnel), to systematically exclude SC and ST students from admissions in the context of a Central University. The demand for proper implementation of Central Educational Institutions (Reservation in Admission) Act 2006 and Amendment Act 2012 in a central university in Southern India exposed how the very act to facilitate reservations is used to justify the systematic exclusion of SC and ST Ph.D. aspirants in several departments. This article presents a critical analysis of the official communications of the university to delineate the inherent exclusionary design. Based on this, the article calls for the inclusion of the two paragraphs that is originally part of the amendment proposed by the 234th Report of the Parliamentary Standing Committee. Further, this article emphasizes that bodies governing higher education should provide a proper direction on the method of implementation at the institutional level and calls for administrative mechanisms directly under the apex regulatory bodies overseeing implementation of reservation policies in all the government educational institutions to ensure reservations as envisaged by the policies.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127377208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Changing of the Guard: The Political Economy of Administrative Bloat in American Higher Education","authors":"Todd J. Zywicki, C. Koopman","doi":"10.2139/ssrn.2939915","DOIUrl":"https://doi.org/10.2139/ssrn.2939915","url":null,"abstract":"The cost of higher education in the United States has risen dramatically in recent years. Numerous explanations have been provided to explain this increase. This paper focuses on one contributing factor: The dramatic growth in the size and expense of non-academic administrators and other university bureaucrats, which has outpaced the growth of expenditures on academic programs. Given that university faculty are typically viewed as the constituency that primarily controls universities, this growth of non-academic employees and expenses appears to be anomalous. Some theories are provided to explain this transition.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128583103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"State and District Fiscal Effects of a Universal Education Savings Account Program in Arkansas","authors":"Julie R. Trivitt, Corey A. DeAngelis","doi":"10.2139/SSRN.2903528","DOIUrl":"https://doi.org/10.2139/SSRN.2903528","url":null,"abstract":"Legislators in Arkansas have proposed a bill to increase educational choice through an Education Savings Account (ESA) program available to every child across the state. While many studies on the financial impact of existing ESA, voucher, and scholarship programs in the United States have found overall benefits to the state and individual districts, it may not be the case for a universally-accessible ESA since most existing programs are targeted to students based on need. A universal ESA would make ESAs available to all K-12 students in the state, so the fiscal impact is expected to be less beneficial than a targeted voucher or scholarship program.We use the Arkansas state funding formula to estimate the net impact of the proposed ESA program on the state budget overall. We also use the state education expenditure report in order to estimate the impact on each public school district in the state. Using our most defensible set of assumptions, we find that a universally-accessible ESA would result in small financial benefits to the state overall and to about half of the individual public school districts. Specifically, we estimate the program to result in around $2.8 million in financial benefits to the state in the first year. Additionally, we find that 50.6 percent of districts would financially benefit, while 55.5 percent of individual student transfers would result in financial benefits to their local school districts.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125227904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}