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Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses 做出（字母）成绩：强制性及格/不及格课程的激励效果
IF 2.1 3区 教育学
Education Finance and Policy Pub Date : 2024-07-02 DOI: 10.1162/edfp_a_00401
Kristin Butcher, Patrick J. McEwan, Akila Weerapana
{"title":"Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses","authors":"Kristin Butcher, Patrick J. McEwan, Akila Weerapana","doi":"10.1162/edfp_a_00401","DOIUrl":"https://doi.org/10.1162/edfp_a_00401","url":null,"abstract":"<p>In fall 2014, Wellesley College began mandating pass/fail grading for courses taken by first-year, first-semester students, although instructors continued to record letter grades. We identify the causal effect of the policy on course choice and performance, using a regression-discontinuity-in-time design. Students shifted to lower-grading science, technology, engineering, and mathematics (STEM) courses in the first semester, but did not increase their engagement with STEM in later semesters. Letter grades of first-semester students declined by 0.13 grade points, or 23 percent of a standard deviation. We evaluate causal channels of the grade effect—including sorting into lower-grading STEM courses and declining instructional quality—and conclude that the effect is consistent with declining student effort.</p>","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"4 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141549611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
How Well Do Professional Reference Ratings Predict Teacher Performance? 专业推荐评级对教师绩效的预测效果如何？
IF 2.1 3区 教育学
Education Finance and Policy Pub Date : 2023-12-08 DOI: 10.1162/edfp_a_00421
Dan Goldhaber, Cyrus Grout, Malcolm Wolff
{"title":"How Well Do Professional Reference Ratings Predict Teacher Performance?","authors":"Dan Goldhaber, Cyrus Grout, Malcolm Wolff","doi":"10.1162/edfp_a_00421","DOIUrl":"https://doi.org/10.1162/edfp_a_00421","url":null,"abstract":"\u0000 While the practice of collecting information from applicants' professional references is widespread, there is a paucity of research linking references' assessments of applicants to subsequent performance. In this paper, we examine the predictive validity of a specific type of reference-provided information: categorical ratings of teacher applicants collected from their professional references – a potentially low cost means of enhancing the applicant information available during the hiring process. We find an overall significant relationship between reference ratings and teacher performance as measured by observational evaluation ratings and teacher value-added in math, but that this relationship is moderated by two factors. First, while references' ratings of applicants with prior teaching experience are predictive of performance, those of novice applicants are not. Second, the predictive validity of reference ratings varies according to rater type: ratings from references identified as the applicants' Principal/Other Supervisor, Instructional Coach/Department Chair, or Colleague are significantly predictive of performance while those from other types of raters are not. Overall, our findings show that meaningful information can be solicited from applicants' references in the form of categorical ratings but also demonstrate some limitations in the potential for this type of information to inform hiring decisions.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"12 21","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
The Academic and Behavioral Impacts of an Autism Health Insurance Mandate: Evidence from Massachusetts 自闭症健康保险的学术和行为影响:来自马萨诸塞州的证据
3区 教育学
Education Finance and Policy Pub Date : 2023-11-03 DOI: 10.1162/edfp_a_00420
Stephanie Coffey
{"title":"The Academic and Behavioral Impacts of an Autism Health Insurance Mandate: Evidence from Massachusetts","authors":"Stephanie Coffey","doi":"10.1162/edfp_a_00420","DOIUrl":"https://doi.org/10.1162/edfp_a_00420","url":null,"abstract":"Abstract Today, all 50 states have enacted mandates requiring some level of insurance coverage for the treatment of Autism Spectrum Disorders (ASD). In this paper, I examine the impact of Massachusetts' mandate, ARICA (An Act Relative to Insurance Coverage for Autism) on the academic and behavioral outcomes of students with ASD in the state. Using administrative data on Massachusetts public school students, I employ a triple difference strategy to estimate impacts on special education setting, attendance, suspensions and achievement. I find that ARICA increased inclusion for students with ASD; they were 4 percentage points more likely to be fully included after the reform. Further, days suspended decreased by about 26%, and the likelihood of receiving a suspension decreased by about 2 percentage points. I find that improvements in student outcomes were larger for students in grades 6-8 (versus elementary students). While I find no statistically significant improvement in test scores for students with ASD overall, math (ELA) achievement increased by .09 (.13) sd. for students in middle grades.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
A Bridge to Graduation: Post-Secondary Effects of an Alternative Pathway for Students Who Fail High School Exit Exams 通往毕业的桥梁:对高中毕业考试不及格的学生的另一种途径的中学后影响
3区 教育学
Education Finance and Policy Pub Date : 2023-11-03 DOI: 10.1162/edfp_a_00419
Jane Arnold Lincove, Catherine Mata, Kalena E. Cortes
{"title":"A Bridge to Graduation: Post-Secondary Effects of an Alternative Pathway for Students Who Fail High School Exit Exams","authors":"Jane Arnold Lincove, Catherine Mata, Kalena E. Cortes","doi":"10.1162/edfp_a_00419","DOIUrl":"https://doi.org/10.1162/edfp_a_00419","url":null,"abstract":"Abstract High school exit exams are meant to standardize the quality of public high schools and to ensure that students graduate with a set of basic skills and knowledge. Evidence suggests that a common perverse effect of exit exams is an increase in dropout for students who have difficulty passing tests, with a larger effect on minority students. To mitigate this, some states offer alternative, non-tested pathways to graduation for students who have failed their exit exams. This study investigates the post-secondary effects of an alternative high school graduation program. Compared to similar students who fail to complete high school, those students who take the alternative pathway have better post-secondary outcomes in both education and employment. Compared to similar students who retake exit exams to graduate, those who eventually graduate through an alternative project-based pathway have lower college enrollment, but similar employment outcomes.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
At What Cost? Is Technical Education Worth the Investment? 代价是什么?技术教育值得投资吗?
3区 教育学
Education Finance and Policy Pub Date : 2023-11-03 DOI: 10.1162/edfp_a_00418
Shaun M. Dougherty, Mary M. Smith
{"title":"At What Cost? Is Technical Education Worth the Investment?","authors":"Shaun M. Dougherty, Mary M. Smith","doi":"10.1162/edfp_a_00418","DOIUrl":"https://doi.org/10.1162/edfp_a_00418","url":null,"abstract":"Abstract Career and technical education (CTE) has existed in the United States for over a century, and only in recent years have there been opportunities to assess the causal impact of participating in these programs while in high school. To date, no work has assessed whether the relative costs of these programs meet or exceed the benefits as described in recent evaluations. In this paper, we use available cost data to compare average costs per pupil in standalone high school CTE programs in Connecticut and Massachusetts to the most likely counterfactual schools. Under a variety of conservative assumptions about the monetary value of known educational and social benefits, we find that programs in Massachusetts offer clear positive returns on investment, whereas programs in Connecticut offer smaller, though mostly non-negative expected returns. We also consider the potential cost effectiveness of CTE programs offered in other contexts to address questions of generalizability.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"115 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
Can Personnel Policy Improve Teacher Quality? The Role of Evaluation and the Impact of Exiting Low-Performing Teachers 人事政策能提高教师素质吗?评价的作用与退出低绩效教师的影响
3区 教育学
Education Finance and Policy Pub Date : 2023-10-20 DOI: 10.1162/edfp_a_00417
Lauren Sartain, Matthew P. Steinberg
{"title":"Can Personnel Policy Improve Teacher Quality? The Role of Evaluation and the Impact of Exiting Low-Performing Teachers","authors":"Lauren Sartain, Matthew P. Steinberg","doi":"10.1162/edfp_a_00417","DOIUrl":"https://doi.org/10.1162/edfp_a_00417","url":null,"abstract":"Abstract Historically, teacher evaluation systems have identified few teachers as low performing and needing improvement. In 2012 at the beginning of a national reform movement, Chicago Public Schools implemented its overhauled evaluation system, which incorporated multiple measures of teaching practice and dismissal plans for low-rated teachers. We find that the reform increased the exit rate of low-rated tenured teachers by 50 percent. At the same time, the teachers who replaced the exited teachers were significantly higher performing. Ultimately, the accountability function of the reformed teacher evaluation policy resulted in higher teaching quality. However, the policy impact was limited because very few teachers received low ratings under the reformed system. Policy simulation results suggest the available teacher labor supply is likely sufficient to set a higher standard for satisfactory teaching.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"7 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135513628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 3
Testing, Teacher Turnover, and the Distribution of Teachers Across Grades and Schools 考试，教师更替和教师在年级和学校的分布
IF 2.1 3区 教育学
Education Finance and Policy Pub Date : 2023-09-25 DOI: 10.1162/edfp_a_00376
Dillon Fuchsman, Tim R. Sass, Gema Zamarro
{"title":"Testing, Teacher Turnover, and the Distribution of Teachers Across Grades and Schools","authors":"Dillon Fuchsman, Tim R. Sass, Gema Zamarro","doi":"10.1162/edfp_a_00376","DOIUrl":"https://doi.org/10.1162/edfp_a_00376","url":null,"abstract":"<p>Teacher turnover has adverse consequences for student achievement and imposes large financial costs for schools. Some have argued that high-stakes testing may lower teachers’ satisfaction with their jobs and could be a major contributor to teacher attrition. In this paper, we exploit changes in the tested grades and subjects in Georgia to study the effects of eliminating high-stakes testing on teacher turnover and the distribution of teachers across grades and schools. To measure the effect of testing pressures on teacher mobility choices we use a difference-in-differences approach, comparing changes in mobility over time in grades/subjects that discontinue testing vis-à-vis grades/subjects that are always tested. Our results show that eliminating testing did not have an impact on the likelihood of leaving teaching, moving between districts, changing schools within a district, or changing grades. Our findings hold for all teachers as well as for the subsample of early career teachers.</p>","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"5 1","pages":"1-61"},"PeriodicalIF":2.1,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 2
Leveraging Experimental and Observational Evidence to Assess the Generalizability of the Effects of Early Colleges in North Carolina 利用实验和观察证据来评估北卡罗莱纳州早期大学效果的普遍性
IF 2.1 3区 教育学
Education Finance and Policy Pub Date : 2023-09-25 DOI: 10.1162/edfp_a_00379
Sarah Fuller, Douglas Lee Lauen, Fatih Unlu
{"title":"Leveraging Experimental and Observational Evidence to Assess the Generalizability of the Effects of Early Colleges in North Carolina","authors":"Sarah Fuller, Douglas Lee Lauen, Fatih Unlu","doi":"10.1162/edfp_a_00379","DOIUrl":"https://doi.org/10.1162/edfp_a_00379","url":null,"abstract":"<p>Early college high schools (ECHSs) in North Carolina are small public schools of choice on college campuses that seek to promote attaining postsecondary credits in high school, college readiness, and postsecondary enrollment for underrepresented groups. Evidence from randomized control trials (RCTs) has shown positive effects of the ECHS model on important high school and postsecondary outcomes but appear to be underpowered to detect moderation effects. Furthermore, RCTs rarely address the key question of primary policy interest: Is the program effective on average across the population? This leaves us uncertain about (1) whether the early college intervention is a good strategy for helping to close enrollment and attainment gaps between under- and overrepresented groups, and (2) whether the expansion of the ECHS model will lead to the positive results that the RCT studies suggest. This study uses administrative data on all ECHSs in North Carolina including those that were part of a lottery study. This allows us to generate RCT estimates for the ECHSs in the lottery sample and quasi-experimental estimates for both the lottery and non-lottery ECHSs. We leverage this unique circumstance to generate estimates of the effect of ECHS on postsecondary outcomes that simultaneously maximize both internal and external validity. Specifically, because generalization depends on both moderation and sample selection, we (1) investigate sample selection, (2) conduct a moderation analysis to determine whether the effects of the intervention vary by key factors that also predict sample selection, and (3) produce a pooled estimate by extending a method called cross-design synthesis to incorporate both RCT evidence and quasi-experimental evidence. We find strong evidence that the positive results of the RCTs generalize to the full sample of ECHSs, which provides stronger evidence of effectiveness.</p>","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"31 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138534556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
The Effects of School Accountability on Teachers in Public and Private Schools: Evidence from Chile 学校问责制对公立和私立学校教师的影响:来自智利的证据
3区 教育学
Education Finance and Policy Pub Date : 2023-09-20 DOI: 10.1162/edfp_a_00416
Gregory Elacqua, Diana Hincapie, Matías Martínez
{"title":"The Effects of School Accountability on Teachers in Public and Private Schools: Evidence from Chile","authors":"Gregory Elacqua, Diana Hincapie, Matías Martínez","doi":"10.1162/edfp_a_00416","DOIUrl":"https://doi.org/10.1162/edfp_a_00416","url":null,"abstract":"Abstract This paper estimates the effects of a school accountability policy on year-to-year teacher mobility in publicly and privately managed low-performing schools in Chile. As school ranking depends on the institution's relative position according to a set of variables and their corresponding thresholds, we employ a multivariate regression discontinuity design to evaluate the impact of the policy on teacher mobility. Our findings reveal that teachers are generally more likely to leave low-performing schools, although this result varies by type of management. Teachers in public schools tend to transfer to other schools within the system, and those who do so are more likely to be working in two or more schools. Meanwhile, teachers in private schools are comparatively more likely to exit the system altogether, with mobility concentrated among low-productivity teachers. Despite these differences, the introduction of accountability did not induce new hires at either type of school.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"346 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136375858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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
The Determinants of Early Investments in Urban School Systems in the United States 美国城市学校系统早期投资的决定因素
3区 教育学
Education Finance and Policy Pub Date : 2023-09-15 DOI: 10.1162/edfp_a_00403
Ethan Schmick
{"title":"The Determinants of Early Investments in Urban School Systems in the United States","authors":"Ethan Schmick","doi":"10.1162/edfp_a_00403","DOIUrl":"https://doi.org/10.1162/edfp_a_00403","url":null,"abstract":"Abstract Growth in per-pupil education spending in the United States was mostly flat until 1918, after which it increased by almost 100 percent in a brief six-year period. This is the fastest documented increase in per-pupil education spending in U.S. history. Using newly digitized biennial data on 386 of the largest urban school systems in the United States from 1900 to 1930, I investigate the origins of this spending increase. I first document that there was significant expansion in all spending and revenue categories with particularly large increases in capital expenditures, which were likely financed through borrowing. My results suggest that state education policies were largely ineffective in increasing school resources, as laws increasing state aid to local districts crowded out local receipts while compulsory schooling and English-only laws were not accompanied by increases in receipts or expenditures per pupil. Rather, I find that substantial increases in educational spending per pupil were linked to women's suffrage. Providing women with the right to vote can explain about 20 percent of the increase in per pupil spending from 1900 to 1930.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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