Education Finance and Policy最新文献_第9页

The Impact of College Outreach on High Schoolers’ College Choices: Results from Over One Thousand Natural Experiments 大学外展对高中生大学选择的影响:一千多项自然实验的结果

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-12-21 DOI: 10.1162/edfp_a_00334

Jonathan Smith, Jessica S. Howell, Michael Hurwitz

{"title":"The Impact of College Outreach on High Schoolers’ College Choices: Results from Over One Thousand Natural Experiments","authors":"Jonathan Smith, Jessica S. Howell, Michael Hurwitz","doi":"10.1162/edfp_a_00334","DOIUrl":"https://doi.org/10.1162/edfp_a_00334","url":null,"abstract":"Abstract We estimate the impact of one of the largest college-to-student outreach efforts in the nation, the College Board's Student Search Service. In an oversubscribed “order,” colleges receive contact information of a randomly chosen subset of PSAT and SAT exam takers who opt into the service and meet colleges’ search criteria from a larger set of students with identical backgrounds. We find that students who receive outreach enabled by Student Search Service (“licensed”) are 23 percent (0.1 percentage point) more likely to apply to the licensing college than students with similar backgrounds who did not receive outreach. Nearly 20 percent of students induced to apply to a college because of the Student Search Service also enroll, increasing the probability of enrolling in the college that licensed their contact information by 22 percent (0.02 percentage point). These impacts are twice as large for traditionally underserved students. Responsiveness to college outreach is larger for racial/ethnic minorities, first-generation students, and low- and moderate-income students. Despite the fact that one additional license changes the specific institution to which students send scores and enroll, we cannot detect changes to the broad types of colleges in which students ultimately enroll.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"105-128"},"PeriodicalIF":2.1,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44795342","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

A Descriptive Analysis of Cream Skimming and Pushout in Choice versus Traditional Public Schools 与传统公立学校相比，选择中的奶油式瘦身和推出的描述性分析

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-12-21 DOI: 10.1162/edfp_a_00333

Adam Kho, R. Zimmer, A. McEachin

{"title":"A Descriptive Analysis of Cream Skimming and Pushout in Choice versus Traditional Public Schools","authors":"Adam Kho, R. Zimmer, A. McEachin","doi":"10.1162/edfp_a_00333","DOIUrl":"https://doi.org/10.1162/edfp_a_00333","url":null,"abstract":"Abstract One of the controversies surrounding charter schools is whether these schools may either “cream skim” high-performing students from traditional public schools or “pushout” low-achieving students or students with discipline histories, leaving traditional public schools to educate the most challenging students. In this study, we use longitudinal statewide data from Tennessee and North Carolina and linear probability models to examine whether there is evidence consistent with these selective enrollment practices. Because school choice programs managed by districts (magnet and open enrollment programs) have a similar ability to cream skim and pushout students, we also examine these outcomes for these programs. Across the various school choice programs, magnet schools have the most evidence of cream skimming, but this might be expected as they often have selective admissions. For charter schools, we do not find patterns in the data consistent with cream skimming, but we do find evidence consistent with pushout behaviors based on discipline records. Finally, some have raised concerns that students may be pushed out near accountability test dates, but our results suggest no evidence consistent with this claim.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"160-187"},"PeriodicalIF":2.1,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41940029","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: 13

The Pathway to Enrolling in a High-Performance High School: Understanding Barriers to Access 进入高水平高中的途径:了解进入高中的障碍

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-12-01 DOI: 10.1162/edfp_a_00349

Lauren Sartain, Lisa Barrow

{"title":"The Pathway to Enrolling in a High-Performance High School: Understanding Barriers to Access","authors":"Lauren Sartain, Lisa Barrow","doi":"10.1162/edfp_a_00349","DOIUrl":"https://doi.org/10.1162/edfp_a_00349","url":null,"abstract":"Abstract In 2017, Chicago Public Schools adopted an online universal application system for all high schools with the hope of providing more equitable access to high-performance schools. Despite the new system, black students and students living in low socioeconomic status (SES) neighborhoods remained less likely than their peers to enroll in a high-performance high school. In this paper, we characterize various constraints that students and families may face in enrolling in a high-performance high school, including eligibility to programs based on prior academic achievement, distance from high-performance options, elementary school performance ratings, and neighborhood SES. After adjusting for differences in these access factors, we find the gap between black and Latinx students’ likelihood of enrolling in a high-performing high school is reduced by about 80 percent. We find a similarly large reduction in the enrollment gap between students from low and middle SES neighborhoods after adjusting for eligibility and distance factors. These findings have implications for policies that may help equalize access to high-performance schools through changes to eligibility requirements and improved transportation options.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"379-407"},"PeriodicalIF":2.1,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46036575","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

In-State Tuition Policies and the College Decisions of Undocumented Students: Evidence from Colorado 州内学费政策和无证学生的大学决定:来自科罗拉多州的证据

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-11-25 DOI: 10.1162/edfp_a_00331

Michel Grosz, A. Hines

引用次数: 3

The Effects of Financial Aid Loss on Persistence and Graduation: A Multi-Dimensional Regression Discontinuity Approach 财政援助损失对持续性和毕业的影响：一种多维回归的不连续性方法

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-11-16 DOI: 10.1162/edfp_a_00337

Todd R. Jones, Daniel Kreisman, R. Rubenstein, Cynthia S. Searcy, Rachana Bhatt

{"title":"The Effects of Financial Aid Loss on Persistence and Graduation: A Multi-Dimensional Regression Discontinuity Approach","authors":"Todd R. Jones, Daniel Kreisman, R. Rubenstein, Cynthia S. Searcy, Rachana Bhatt","doi":"10.1162/edfp_a_00337","DOIUrl":"https://doi.org/10.1162/edfp_a_00337","url":null,"abstract":"Abstract For years Georgia's HOPE Scholarship program provided full tuition scholarships to high-achieving students. State budgetary shortfalls reduced its generosity in 2011. Under the new rules, only students meeting more rigorous merit-based criteria would retain the original scholarship covering full tuition, now called the Zell Miller Scholarship, with other students seeing aid reductions of approximately 15 percent. We exploit the fact that two of the criteria were high school grade point average and SAT/ACT score, which students could not manipulate when the change took place. We compare already-enrolled students just above and below these cutoffs, making use of advances in multi-dimensional regression discontinuity, to estimate effects of partial aid loss. We show that, after the changes, aid flowed disproportionately to wealthier students and find no evidence that the financial aid reduction affected persistence or graduation for these students. The results suggest that high-achieving students, particularly those already in college, may be less price-sensitive than their peers.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"17 1","pages":"206-231"},"PeriodicalIF":2.1,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46119917","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

AEFP in a Time of Upheaval 剧变时期的AEFP

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-11-05 DOI: 10.1162/edfp_e_00330

Thomas Downes

引用次数: 2

Does School Finance Reform Reduce the Race Gap in School Funding? 学校财政改革能缩小学校资金的种族差距吗？

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-10-01 DOI: 10.1162/edfp_a_00282

Michah W. Rothbart

{"title":"Does School Finance Reform Reduce the Race Gap in School Funding?","authors":"Michah W. Rothbart","doi":"10.1162/edfp_a_00282","DOIUrl":"https://doi.org/10.1162/edfp_a_00282","url":null,"abstract":"This paper offers new evidence on the impacts of school finance reforms (SFRs) precipitated by school finance litigation, exploring the extent to which the impact of SFR differs by district racial composition. Using difference-in-differences and event study models with a series of district and year (or state-by-year) fixed effects, and a sixteen-year panel of over 10,000 school districts, my analyses exploit variation in funding across school districts, and timing of school finance court orders across states, to estimate the effect of SFR on the distribution of district funding by racial composition. Models include relevant control variables available in national data and results are robust to numerous alternative specifications, including estimating impacts on percent changes in resources (in addition to levels), restricting analyses to districts in SFR states, controlling for additional covariates available in only some years and some states, and adding controls for state-specific time trends. In addition, I estimate changes in New York State to assess whether and to what extent results are sensitive to additional controls for revenue-raising capacity and district costs. Results suggest that SFR can work to alleviate racial funding gaps, though impacts are moderate.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"15 1","pages":"675-707"},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1162/edfp_a_00282","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43438861","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

Civic Engagement in Education: Insights from California's Local Control Funding Formula 教育中的公民参与:来自加州地方控制基金公式的见解

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-10-01 DOI: 10.1162/edfp_a_00318

Julie A. Marsh, Tasminda K. Dhaliwal, Michelle Hall, Morgan S. Polikoff

{"title":"Civic Engagement in Education: Insights from California's Local Control Funding Formula","authors":"Julie A. Marsh, Tasminda K. Dhaliwal, Michelle Hall, Morgan S. Polikoff","doi":"10.1162/edfp_a_00318","DOIUrl":"https://doi.org/10.1162/edfp_a_00318","url":null,"abstract":"In this policy brief, we use the case of California's Local Control Funding Formula (LCFF) to provide policy makers and educators guidance on how to involve the public in goal setting and resource distribution decisions. We provide clarity around who is and is not participating, why, and what broader lessons we can draw for implementing federal and state education policies mandating public engagement. Our findings indicate tremendous room for improvement. LCFF's target populations (e.g., low-income, English learners) are not more likely to be aware of or participate in decisions than nontargeted groups, which suggests weak accountability for the use of public funds by the policy's target populations. Although LCFF has defined a broad set of stakeholders, only a narrow segment of the public (i.e., individuals with stronger ties to and positive views of schools) is aware of and engaging with the policy. Finally, we find a substantial gap between actual participation in LCFF and interest in participation, which may relate to a lack of self-efficacy, time, trust, perceived appropriateness, and information. As states and districts respond to mandates for engagement, these results suggest the need for greater investments in: (1) communication, (2) targeting a range of stakeholders, and (3) capacity building.","PeriodicalId":46870,"journal":{"name":"Education Finance and Policy","volume":"15 1","pages":"761-774"},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1162/edfp_a_00318","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48199269","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

Nudging Technology Use: Descriptive and Experimental Evidence from School Information Systems 萌芽技术的使用：来自学校信息系统的描述性和实验性证据

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-10-01 DOI: 10.1162/edfp_a_00291

Peter Bergman

引用次数: 12

The Effect of Local Labor Market Downturns on Postsecondary Enrollment and Program Choice 地方劳动力市场低迷对中学后入学和课程选择的影响

IF 2.1 3区教育学

Education Finance and Policy Pub Date : 2020-10-01 DOI: 10.1162/edfp_a_00288

Andrew Foote, Michel Grosz

引用次数: 40