Expense Preference and Student Achievement in School Districts

There is little direct evidence on the widely held view that school districts spend too few of available resources on student instruction. I find evidence of such an expense preference by assessing the effect of competition from private schools on the allocation of resources by school districts. I also examine the effects of instructional and non-instructional spending on high school completion rates. The results suggest that school districts direct too few of available resources towards instruction. The results also demonstrate, however, that money spent on instruction is highly effective when conditioned on the decision to spend outside the classroom.Education

The effects of school reform under NCLB waivers: Evidence from focus schools in Kentucky.

Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these “Focus Schools.” In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a “super subgroup” measure that combined traditionally low-performing subgroups into an umbrella group. This design feature may have catalyzed broader whole-school reforms and attenuated the incentives to target reform efforts narrowly. Using regression discontinuity designs, we find that these reforms led to substantial improvements in school performance, raising math achievement by 17 percent and reading achievement by 9 percent

Do High School Exit Exams Influence Educational Attainment or Labor Market Performance?

State requirements that high school graduates pass exit exams were the leading edge of the movement towards standards-based reform and continue to be adopted and refined by states today. In this study, we present new empirical evidence on how exit exams influenced educational attainment and labor market experiences using data from the 2000 Census and the National Center for Education Statistics' Common Core of Data (CCD). Our results suggest that the effects of these reforms have been heterogeneous. For example, our analysis of the Census data suggests that exit exams significantly reduced the probability of completing high school, particularly for black students. Similarly, our analysis of grade-level dropout data from the CCD indicates that Minnesota's recent exit exam increased the dropout rate in urban and high-poverty school districts as well as in those with a relatively large concentration of minority students. This increased risk of dropping out was concentrated among 12th grade students. However, we also found that Minnesota's exit exam lowered the dropout rate in low-poverty and suburban school districts, particularly among students in the 10th and 11th grades. These results suggest that exit exams have the capacity to improve student and school performance but also appear to have exacerbated the inequality in educational attainment.

Stereotype Threat and the Student-Athlete

Achievement gaps may reflect the cognitive impairment thought to occur in evaluative settings (e.g., classrooms) where a stereotyped identity is salient (i.e., stereotype threat). This study presents an economic model of stereotype threat that reconciles prior evidence on how student effort and performance are influenced by this social-identity phenomenon. This study also presents empirical evidence from a laboratory experiment in which students at a selective college were randomly assigned to a treatment that primed their awareness of a stereotyped identity (i.e., student-athlete). This treatment reduced the test-score performance of athletes relative to non-athletes by 14 percent (effect size = -1.0).

The non-cognitive returns to class size.

We use nationally representative survey data and a research design that relies on contemporaneous within-student and within-teacher comparisons across two academic subjects to estimate how class size affects certain non-cognitive skills in middle school. Our results confirm that smaller 8th-grade classes are associated with improvements in several indicators of school engagement, with effect sizes ranging from 0.05 to 0.09 and smaller effects persisting two years later. Patterns of selection on observed traits and falsification exercises suggest that these results accurately identify (or possibly understate) the causal effects of smaller classes. Given the estimated earnings impact of these non-cognitive skills, the implied internal rate of return from an 8th-grade class-size reduction is 4.6 percent overall, but 7.9 percent in urban schools

Teen Drinking and Education Attainment: Evidence From Two-Sample Instrumental Variables (TSIV) Estimates

Recent research has suggested that one of the important consequences of teen drinking is reduced scholastic achievement and that state excise taxes on beer and minimum legal drinking ages (MLDA) as policy instruments can have a positive impact on educational attainment. But there is reason to ask whether the results are empirically sound. Prior research as assumed the decision to drink is made independently of schooling decisions and estimations that have recognized potential simultaneity in these decisions may be poorly identified since they rely only on the cross-state variation in beer taxes and MLDA as exogenous determinants of teen drinking. A more convincing strategy would rely on the within-state variation in alcohol availability over time. We use the increases in the state MLDA during the late 70's and 80's as an exogenous source of variation in teen drinking. Using data from the 1977-92 Monitoring the Future (MTF) surveys, we show that teens with an MLDA of 18 were more likely to drink than teens with a higher drinking age. If teen drinking did reduce educational attainment then it should have risen within a state after the MLDA was increased. Using data from over 1.3 million respondents from the 1960-1969 birth cohorts in the 1990 Public-Use Microdata Sample (PUMS) we find that changes in the MLDA had small effects on educational attainment measured by high school completion, college entrance and completion. A new method developed by Angrist and Krueger (1992, 1995) lets us tie these results together. Using matched cohorts from the MTF and PUMS data sets, we report two-sample instrumental variables (TSIV) estimates of the effect of teen drinking on educational attainment. These estimates are smaller than corresponding single-equation probit estimates, indicating that teen drinking does not have an independent effect on educational attainment.

Rational Ignorance in Education: A Field Experiment in Student Plagiarism

Despite the concern that student plagiarism has become increasingly common, there is relatively little objective data on the prevalence or determinants of this illicit behavior. This study presents the results of a natural field experiment designed to address these questions. Over 1,200 papers were collected from the students in undergraduate courses at a selective post-secondary institution. Students in half of the participating courses were randomly assigned to a requirement that they complete an anti-plagiarism tutorial before submitting their papers. We found that assignment to the treatment group substantially reduced the likelihood of plagiarism, particularly among student with lower SAT scores who had the highest rates of plagiarism. A follow-up survey of participating students suggests that the intervention reduced plagiarism by increasing student knowledge rather than by increasing the perceived probabilities of detection and punishment. These results are consistent with a model of student behavior in which the decision to plagiarize reflects both a poor understanding of academic integrity and the perception that the probabilities of detection and severe punishment are low.

When a Nudge Isn’t Enough: Defaults and Saving Among Low-Income Tax Filers

Recent evidence suggests that the default options implicit in economic choices (e.g., 401(k) savings by white-collar workers) have extraordinarily large effects on decision-making. This study presents a field experiment that evaluates the effect of defaults on savings among a highly policy-relevant population: low-income tax filers. In the control condition, tax filers could choose (i.e., opt in) to receive some of their federal tax refund in the form of U.S. Savings Bonds. In the treatment condition, a fraction of the tax refund was automatically directed to U.S. Savings Bonds unless tax filers actively chose another allocation. We find that the opt-out default had no impact on savings behavior. Furthermore, our treatment estimate is sufficiently precise to reject effects as small as one-fifth of the participation effects found in the 401(k) literature. Ancillary evidence suggests that this "nudge" was ineffective in part because the low-income tax filers in our study had targeted plans to spend their refunds. These results suggest that choice architecture based on defaults may be less effective in certain policy-relevant settings, particularly where intentions are strong.

The new paradigm of hepatitis C therapy: integration of oral therapies into best practices.

Emerging data indicate that all-oral antiviral treatments for chronic hepatitis C virus (HCV) will become a reality in the near future. In replacing interferon-based therapies, all-oral regimens are expected to be more tolerable, more effective, shorter in duration and simpler to administer. Coinciding with new treatment options are novel methodologies for disease screening and staging, which create the possibility of more timely care and treatment. Assessments of histologic damage typically are performed using liver biopsy, yet noninvasive assessments of histologic damage have become the norm in some European countries and are becoming more widespread in the United States. Also in place are new Centers for Disease Control and Prevention (CDC) initiatives to simplify testing, improve provider and patient awareness and expand recommendations for HCV screening beyond risk-based strategies. Issued in 2012, the CDC recommendations aim to increase HCV testing among those with the greatest HCV burden in the United States by recommending one-time testing for all persons born during 1945-1965. In 2013, the United States Preventive Services Task Force adopted similar recommendations for risk-based and birth-cohort-based testing. Taken together, the developments in screening, diagnosis and treatment will likely increase demand for therapy and stimulate a shift in delivery of care related to chronic HCV, with increased involvement of primary care and infectious disease specialists. Yet even in this new era of therapy, barriers to curing patients of HCV will exist. Overcoming such barriers will require novel, integrative strategies and investment of resources at local, regional and national levels