Education Finance and Policy最新文献_第3页

Private Schools and Student Achievement 私立学校与学生成绩

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2023-06-08 DOI: 10.1162/edfp_a_00405

Ebrahim Azimi, Jane Friesen, Simon D. Woodcock

引用次数: 1

Introducing the New Editorial Team 介绍新的编辑团队

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2023-06-02 DOI: 10.1089/forensic.2023.0008.editorial

Nicole M. M. Novroski

{"title":"Introducing the New Editorial Team","authors":"Nicole M. M. Novroski","doi":"10.1089/forensic.2023.0008.editorial","DOIUrl":"https://doi.org/10.1089/forensic.2023.0008.editorial","url":null,"abstract":"Li Feng is a professor of economics at Texas State University. She has served as a Visiting Scholar in the Center for Education Policy Analysis at Stanford University and a Visiting Fellow at the Brookings Institution. Her research focuses on the economics of education, labor economics, and health economics, exploring topics such as teacher labor markets, school accountability, and collective bargaining agreements. Her research has been funded by the National Science Foundation, the Institute of Education Sciences, and the American Educational Research Association. She currently serves on the Board of Directors of the Association for Education and Finance Policy. She received her PhD in Economics and Education Specialist in Education (EdS) from Florida State University. Cassandra Hart is a professor of education policy in the School of Education at the University of California, Davis. She evaluates the effects of school, state, and national education programs, policies, and practices on overall student achievement, and on the equity of student outcomes. Her recent work has focused on online education in both K–12 schools and community colleges, school choice programs, school accountability policies, and effects on students of exposure to demographically similar teachers. She holds her PhD in Human Development and Social Policy from Northwestern University.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"18 1","pages":"565-567"},"PeriodicalIF":2.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46963834","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

College Gap Time and Academic Outcomes for Women: Evidence from Missionaries 大学间隔时间与女性学业成绩:来自传教士的证据

3区教育学

Education Finance and Policy Pub Date : 2023-04-24 DOI: 10.1162/edfp_a_00389

Margaret Marchant, Jocelyn S. Wikle

{"title":"College Gap Time and Academic Outcomes for Women: Evidence from Missionaries","authors":"Margaret Marchant, Jocelyn S. Wikle","doi":"10.1162/edfp_a_00389","DOIUrl":"https://doi.org/10.1162/edfp_a_00389","url":null,"abstract":"Abstract This study leverages a policy change in the missionary program of The Church of Jesus Christ of Latter-day Saints that exogenously influenced the likelihood that a woman took gap time during college to understand how gap time influences women's subsequent choice of major and academic outcomes. If structured gap time shapes educational outcomes, increasing the uptake of gap time by women may be a mechanism to ameliorate later wage gaps. Using administrative data from Brigham Young University (N = 17,402) and an instrumental variables estimation strategy, we find that women who take gap time for missionary service shift into majors with higher expected salaries and are more likely to be in limited-enrollment majors and majors with a higher concentration of men. However, gap time decreases the likelihood of graduating within eight years of entering college, creating tension between the costs and benefits. On average, net benefits of expected wages are close to zero. Gap time most clearly benefits women with relatively low ACT scores who are more likely to be accepted into limited enrollment programs following gap time. This research informs university administrators and students alike seeking to understand the academic implications of taking planned time off during postsecondary education.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223084","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

An Empirical Analysis of Racial Segregation in Higher Education 高等教育中种族隔离的实证分析

3区教育学

Education Finance and Policy Pub Date : 2023-04-24 DOI: 10.1162/edfp_a_00394

Peter Hinrichs

{"title":"An Empirical Analysis of Racial Segregation in Higher Education","authors":"Peter Hinrichs","doi":"10.1162/edfp_a_00394","DOIUrl":"https://doi.org/10.1162/edfp_a_00394","url":null,"abstract":"Abstract This paper documents how segregation between black students and white students across U.S. colleges has evolved since the 1960s, explores potential channels through which changes occur, and studies segregation across majors within colleges. The main findings are: (1) black–white dissimilarity fell sharply in the late 1960s and early 1970s and has fallen more gradually since then. White students' exposure to black students rose almost continuously from 1968 through 2011 before declining somewhat in recent years. Meanwhile, black students' exposure to white students increased sharply in the late 1960s and early 1970s and has fluctuated since. (2) There has been regional convergence, although colleges in the South remain more segregated than those in any other region when measured by dissimilarity or by black students' exposure to white students. (3) A major channel for the decline in segregation is the declining share of black students attending historically black colleges and universities. Differences in which U.S. state students attend college play only a small role in creating segregation, and there is moderate evidence that segregation is related to college selectivity stratification by race. (4) Although there is segregation within universities, most segregation across major × university cells occurs across universities.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223524","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: 1

Racial Differences in Student Access to High-Quality Teachers 学生接触高质量教师的种族差异

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2023-04-05 DOI: 10.1162/edfp_a_00402

C. Clotfelter, Helen F. Ladd, C. R. Clifton

引用次数: 0

An Invitation to Discomfort in Pursuit of Diversity, Inclusion, and Excellence 对追求多样性、包容性和卓越的不满的邀请

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2023-03-01 DOI: 10.1162/edfp_a_00396

Katharine O. Strunk

{"title":"An Invitation to Discomfort in Pursuit of Diversity, Inclusion, and Excellence","authors":"Katharine O. Strunk","doi":"10.1162/edfp_a_00396","DOIUrl":"https://doi.org/10.1162/edfp_a_00396","url":null,"abstract":"kstrunk@msu.edu When I received the call in the summer of 2019 asking me if I’d consider running (unopposed) for president of the Association for Education Finance and Policy (AEFP), I was completely surprised and elated. AEFP is the organization in which I grew up. It has been my intellectual and professional home since I first began attending the conference in 2004 as a second-year doctoral student. I gave my first conference presentation, shaking behind the podium, with several of my academic heroes in the audience. Over the years I’ve made strong personal and professional connections through AEFP, and I count several of our members among my closest friends. So, I was shocked, but thrilled. This organization has given me so much, and I was and remain eager to give back. Of course, as one does, I began thinking about what I would talk about in my presidential address. I would talk about the importance of “research with consequence”: applied research intended to foster change and continuous improvement in education policy and practice; the importance of working together with policy makers and practitioners to do this kind of research, so that we are using our knowledge and skills to address the reallife, real-time questions and needs of the people who are devoting their lives to improving kids’ and adults’ educations and longterm outcomes. This is the work for which AEFP is known. But that was summer 2019—the world has changed in the last three years. And so, while the research, the work that we all do, must go on—and has gone on—and for that I’m incredibly grateful, I’m going to talk about something different than I’d planned. These last few years have been tough. On everyone, and on some more than others. I’m generally a silver linings kind of person, but even the most starry-eyed optimists among us haven’t been able to see the rainbows through the clouds every day or even most days lately. Not to state the obvious, but we’ve been living through a global pandemic for the last two years. As of March 2022, over","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"18 1","pages":"173-180"},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42493780","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

Hate Crimes and Black College Student Enrollment 仇恨犯罪与黑人大学生入学率

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2023-02-09 DOI: 10.1162/edfp_a_00400

Dominique J. Baker, Tolani A. Britton

{"title":"Hate Crimes and Black College Student Enrollment","authors":"Dominique J. Baker, Tolani A. Britton","doi":"10.1162/edfp_a_00400","DOIUrl":"https://doi.org/10.1162/edfp_a_00400","url":null,"abstract":"\u0000 Reported hate crimes in the United States have increased rapidly in recent years alongside an increase in general racial animus. Scholars have shown that the larger sociopolitical environment can directly impact the campus climate and experiences of all students, particularly students of color. However, little is known about how reports of hate crime incidents relate to college enrollment levels of students of color. This lack of evidence has especially troubling implications for Black people, the most frequent targets of reported hate crimes. This paper helps to fill in that gap by exploring the association between the number of reports of hate crimes within states and Black students' college enrollment. We examine a comprehensive dataset of institutional enrollment and characteristics, reported hate crimes, and Census data on state racial demographics from 2000 to 2017 using several techniques, including institution fixed effects. We find that a one standard deviation increase in reports of state-level hate crimes predicts a 17-22% increase in Black first-time student enrollment at HBCUs. As the number of reported hate crimes is almost assuredly an undercount of the actual number of incidents, we explore the implications of what these results mean.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43677208","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: 7

Cyber versus Brick and Mortar: Achievement, Attainment, and Postsecondary Outcomes in Pennsylvania Charter High Schools 网络与实体:宾夕法尼亚州特许高中的成就、成就和高等教育成果

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2023-02-06 DOI: 10.1162/edfp_a_00399

Sarah A. Cordes

{"title":"Cyber versus Brick and Mortar: Achievement, Attainment, and Postsecondary Outcomes in Pennsylvania Charter High Schools","authors":"Sarah A. Cordes","doi":"10.1162/edfp_a_00399","DOIUrl":"https://doi.org/10.1162/edfp_a_00399","url":null,"abstract":"\u0000 The charter school sector has expanded beyond brick-and-mortar schools to cyber schools, where enrollment grew almost tenfold between 2015 and 2020. While a large literature documents the effects of charter schools on test scores, fewer studies explore impacts on attainment or postsecondary outcomes and there is almost no work exploring the consequences of cyber charter enrollment for these outcomes. In this paper, I examine the impacts of Pennsylvania's charter high schools on student attendance, achievement, graduation, and postsecondary enrollment, distinguishing the impacts of brick-and-mortar from cyber schools. I find that brick-and-mortar charters have no or positive effects across outcomes, and that effects are concentrated in urban districts and among Black and economically disadvantaged students. By contrast, attending a cyber charter is associated with almost universally worse outcomes, with little evidence of heterogeneity. Students who enroll in a cyber charter at the beginning of 9th grade are 9.5 percentage points (pps) less likely to graduate, 16.8 pps less likely to enroll in college, and 15.2 pps less likely to persist in a postsecondary institution beyond one semester. These results suggest that additional regulation and oversight of cyber charter schools is warranted and also bring into question the efficacy of online education.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42558900","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

School-Based Healthcare and Absenteeism: Evidence from Telemedicine 基于学校的医疗保健和缺勤:来自远程医疗的证据

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2023-01-24 DOI: 10.1162/edfp_a_00398

Sarah Komisarow, Steven W. Hemelt

引用次数: 0

Improving College Choice in Centralized Admissions: Experimental Evidence on the Importance of Precise Predictions 改善集中招生中的大学选择：精确预测重要性的实验证据

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2023-01-10 DOI: 10.1162/edfp_a_00397

Xiaoyang Ye

{"title":"Improving College Choice in Centralized Admissions: Experimental Evidence on the Importance of Precise Predictions","authors":"Xiaoyang Ye","doi":"10.1162/edfp_a_00397","DOIUrl":"https://doi.org/10.1162/edfp_a_00397","url":null,"abstract":"\u0000 This paper provides the first experimental evidence of how admission outcomes in centralized systems depend on strategic college choice behaviors. Centralized college admissions simplify the application process and reduce students' informational barriers. However, such systems also reward informed and strategic college choices. In particular, centralized admissions can be difficult to navigate because they require students to understand how application portfolios and placement priorities map to admission probabilities. Using administrative data from one of the poorest provinces in China, I document that students made undermatched college choices that correlated with inaccurate predictions of admission probabilities. I then implemented a large-scale randomized experiment (N=32,834) to provide treated students with either (a) an application guidebook or (b) a guidebook plus a school workshop. Results suggest that informing students on choosing colleges and majors based on precise predictions of admission probabilities can effectively improve student-college academic match by 0.1 to 0.2 standard deviations among compliers without substantially changing their college-major preferences.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45958379","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