Competitive Effects of Means-Tested School Vouchers

We study the effects of private school competition on public school students’ test scores in the wake of Florida’s Corporate Tax Credit Scholarship program, now known as the Florida Tax Credit Scholarship Program, which offered scholarships to eligible low-income students to attend private schools. Specifically, we examine whether students in schools that were exposed to a more competitive private school landscape saw greater improvements in their test scores after the introduction of the scholarship program, than did students in schools that faced less competition. The degree of competition is characterized by several geocoded variables that capture students’ ease of access to private schools, and the variety of nearby private school options open to students. We find that greater degrees of competition are associated with greater improvements in students’ test scores following the introduction of the program; these findings are robust to the different variables we use to define competition. These findings are not an artifact of pre-policy trends; the degree of competition from nearby private schools matters only after the announcement of the new program, which makes nearby private competitors more affordable for eligible students. We also test for several moderating factors, and find that schools that we would expect to be most sensitive to competitive pressure see larger improvements in their test scores as a result of increased competition.

Online Course-taking and Student Outcomes in California Community Colleges

This paper uses fixed effects analyses to estimate differences in student performance under online versus face-to-face course delivery formats in the California Community College system. On average, students have poorer outcomes in online courses in terms of the likelihood of course completion, course completion with a passing grade, and receiving an A or B. These estimates are robust across estimation techniques, different groups of students, and different types of classes. Accounting for differences in instructor characteristics (including through the use of instructor fixed effects) dampens but does not fully explain the estimated relationships. Online course-taking also has implications for downstream outcomes, although these effects are smaller. Students are more likely to repeat courses taken online, but are less likely to take new courses in the same subject following courses taken online

“I Don’t Think the System Will Ever be the Same”: Distance Education Leaders’ Predictions and Recommendations for the Use of Online Learning in Community Colleges Post-COVID

While the COVID-19 pandemic necessitated the short-term useof online courses, colleges’ experiences with COVID-era onlinecourse delivery may also affect the way that they offer andapproach online courses going forward. We draw on interviewswith 35 distance education leaders from the CaliforniaCommunity Colleges system to provide insights into how theuse of online education may change in the system going for-ward. Leaders predicted that post-pandemic, colleges wouldincrease their online course offerings, and that many instruc-tional innovations to online courses from the pandemic—suchas the use of synchronous courses—would persist. We discussimplications for practitioners, policymakers, and researchers

COVID-19 and Community College Instructional Responses

Like all educational institutions, community colleges rapidly shifted to online instruction in the wake of the COVID-19 pandemic. However, little is known about what factors shaped individual college responses. This survey of distance education leaders (N = 45) in the California community colleges system aimed to: a) characterize pre-COVID distance education resources, emergency responses to the pandemic, and readiness for online instruction in the fall, and b) determine how pre-COVID distance education resources, emergency responses, and fall readiness relate to each other. We find wide variability in pre-COVID distance education resources. These pre-existing resources were related to institutions’ responses: Colleges with fewer pre-COVID resources focused on foundational efforts such as creating online student services, while institutions with greater pre-COVID resources offered somewhat broader responses to training students and faculty in skills to successfully transition online. Finally, although colleges improved their readiness for continued remote instruction in the fall term in terms of training faculty and providing students with technology to access classes, respondents estimated that roughly a third of students would still face barriers accessing remote classes

COVID-19 in California Community Colleges: College Responses, College Resources, and Student Outcomes

In Spring 2020, colleges across the nation swiftly transitioned their operations—including both classes and student support services—to remote delivery on an emergency basis in response to the crisis posed by the COVID-19 pandemic. While prior research has documented that the transition was associated with decrements in student outcomes, there remains limited understanding of the organizational factors that might have mitigated these negative associations during the pandemic. Drawing on administrative data from the California Community College system, along with a novel survey conducted among distance education leaders, our study reveals that the degree of declines in course completion and course passing rates varied based on pre-COVID online education resources (such as the ratio of distance education personnel to students and the availability of pre-COVID professional development programs in online learning): Colleges with greater pre-COVID online resources experienced more modest declines in student performance. To a lesser extent, we also found that declines in student performance during the onset of the pandemic varied depending on the responses implemented in reaction to the pandemic, such as the extent of technology delivery to students. The implications of our findings extend to the realm of planning for the continuity of operations in potential future crises

Competitive Effects of Charter Schools

Using a rich dataset that merges student-level school records with birth records, and leveraging three alternative identification strategies, we explore how increase in access to charter schools in twelve districts in Florida affects students remaining in traditional public schools (TPS). We consistently find that competition stemming from the opening of new charter schools improves reading—but not math—performance and it also decreases absenteeism of students who remain in the TPS. Results are modest in magnitude

Who uses a means-tested scholarship, and what do they choose?

This paper provides detailed evidence regarding the nature of selection into a school voucher system. We use micro-data on scholarship applications matched with state student-level records on test scores, schools attended, and demographic background characteristics to describe the attributes of students who choose to participate in Florida's Corporate Tax Credit Scholarship Program, a means-tested scholarship program that is the largest of its type in the United States. We find evidence that those who choose to participate in the program tend to be lower-performing students from poorly performing schools, and that students of different backgrounds tend to choose different types of private schools. Students participating in the program tend to select schools that have more white students and fewer minority students, regardless of student race.School vouchers Selection Stratification

Effects of Scaling Up Private School Choice Programs on Public School Students

Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how the massive scale-up of a Florida private school choice program affected public school students’ outcomes. Program expansion modestly benefited students (through higher standardized test scores and lower absenteeism and suspension rates) attending public schools closer to more pre-program private school options. Effects are particularly pronounced for lower-income students, but results are positive for more affluent students as well. Local and district-wide private school competition are both independently related to student outcomes

A saturated map of common genetic variants associated with human height

Common single-nucleotide polymorphisms (SNPs) are predicted to collectively explain 40-50% of phenotypic variation in human height, but identifying the specific variants and associated regions requires huge sample sizes. Here, using data from a genome-wide association study of 5.4 million individuals of diverse ancestries, we show that 12,111 independent SNPs that are significantly associated with height account for nearly all of the common SNP-based heritability. These SNPs are clustered within 7,209 non-overlapping genomic segments with a mean size of around 90 kb, covering about 21% of the genome. The density of independent associations varies across the genome and the regions of increased density are enriched for biologically relevant genes. In out-of-sample estimation and prediction, the 12,111 SNPs (or all SNPs in the HapMap 3 panel) account for 40% (45%) of phenotypic variance in populations of European ancestry but only around 10-20% (14-24%) in populations of other ancestries. Effect sizes, associated regions and gene prioritization are similar across ancestries, indicating that reduced prediction accuracy is likely to be explained by linkage disequilibrium and differences in allele frequency within associated regions. Finally, we show that the relevant biological pathways are detectable with smaller sample sizes than are needed to implicate causal genes and variants. Overall, this study provides a comprehensive map of specific genomic regions that contain the vast majority of common height-associated variants. Although this map is saturated for populations of European ancestry, further research is needed to achieve equivalent saturation in other ancestries