Names, Expectations and the Black-White Test Score Gap

This paper investigates the question of whether teachers treat children differentially on the basis of factors other than observed ability, and whether this differential treatment in turn translates into differences in student outcomes. I suggest that teachers may use a child's name as a signal of unobserved parental contributions to that child's education, and expect less from children with names that "sound" like they were given by uneducated parents. These names, empirically, are given most frequently by Blacks, but they are also given by White and Hispanic parents as well. I utilize a detailed dataset from a large Florida school district to directly test the hypothesis that teachers and school administrators expect less on average of children with names associated with low socio-economic status, and these diminished expectations in turn lead to reduced student cognitive performance. Comparing pairs of siblings, I find that teachers tend to treat children differently depending on their names, and that these same patterns apparently translate into large differences in test scores.

Do Accountability and Voucher Threats Improve Low-Performing Schools?

In this paper we study the effects of the threat of school vouchers and school stigma in Florida on the performance of "low-performing" schools using student-level data from a subset of districts. Estimates of the change in school-level high-stakes test scores from the first year of the reform are consistent with the early results used by the state of Florida to claim large-scale improvements associated with the threat of voucher assignment. However, we also find that much of this estimated effect may be due to other factors. While we estimate a small relative improvement in reading scores on the high-stakes test for voucher-threatened/stigmatized schools, we estimate a much smaller relative improvement on a lower-stakes, nationally norm-referenced, test. Further, the relative gains in reading scores are explained largely by changing student characteristics. We find more evidence for a positive differential effect on math test scores on both the low- and highstakes tests, however, the results from the lower-stakes test appear primarily limited to students in the high-stakes grade. Finally, we find some evidence that the relative improvements following the introduction of the A Plan by low-performing schools were more due to the stigma of receiving the low grade rather than the threat of vouchers.

High Grading Standards Improve Student Performance

Allgemeinbildende Schule, Schulpolitik, Qualifikation, Vereinigte Staaten, General schooling, School policy, Occupational qualification, United States

Economic inequality and the provision of schooling

This paper was presented at the conference "Unequal incomes, unequal outcomes? Economic inequality and measures of well-being" as part of session 3, "Education and crime in urban neighborhoods." The conference was held at the Federal Reserve Bank of New York on May 7, 1999. The authors examine the empirical evidence on the relationship between school finance reform and student outcomes, review the economic literature in the field, and present new evidence of the effects of reform on community and school composition. They argue that if one's goal is to reduce income inequality substantially, one should not look to school finance reform as a particularly effective policy instrument. Even the most optimistic estimates of the impact of school finance reform on the distribution of student performance indicate that these effects are relatively small. Furthermore, the authors note that these small gains may come at a cost - the movement of higher income families into private sector schools, a development that would lead to less diversity within the public schools.Income distribution ; Income ; Education

Accountability , Ability and Disability: Gaming the System

The past several years have been marked by a general trend towards increased high-stakes testing for students and schools and test-based school accountability systems. There are many potential school responses to testing programs. This paper investigates the potential that schools respond by gaming the system through reshaping the test pool. Using student-level panel data from six large counties in Florida, we study whether the introduction of the Florida Comprehensive Assessment Test in 1996 led schools to reclassify students as disabled and therefore ineligible to contribute to the school's aggregate test scores. Employing student-level fixed effect models and a series of secular trends as controls, we find that schools tend to reclassify low income and previously low performing students as disabled at significantly higher rates following the introduction of the testing regime. Moreover, these behaviors are concentrated among the low income schools most likely to be on the margin of failing the state's accountability system.

The Effects of Direct Foreign Investment on Local Communities

The large increase in direct foreign investment (DFI) into the United States in the late 1980s has generated considerable research on why these flows occurred and where these foreign firms located. However, very little has been done to evaluate the impact these foreign firms have on the local communities in which they locate. As a first step in addressing this topic, we use detailed county-level panel data from South Carolina across 5 year intervals from 1980 through 1995 to investigate the effect of foreign manufacturing firms on local labor markets and on the level and distribution of local government budgets. We find that manufacturing employment by foreign firms has a substantial impact on industry wages and county budgets which is significantly different from domestic manufacturing employment. With respect to wages, we find that while increased manufacturing employment generally increases county wages in an average two-digit industry, this effect is more than seven times larger when the employment growth comes from a foreign firm, rather than a domestic one. On the budget side, we find that foreign employment leads to larger declines in per capita revenues and expenditures at the county level, and to significant redistribution of county expenditures away from public school funding and toward transportation and public safety.