The Underrepresentation of Minority Faculty in Higher Education: Panel Discussion

[Excerpt] The 3 July 2002 issue of the Chronicle of Higher Education described the matter we are discussing today in these words: Taken together. African-Americans and persons of Hispanic origin represent only 8 percent of full-time faculty nation-wide, and while 5 percent are African-American, half of them work at historically black institutions. The proportion of black faculty members at white institutions is 2.3 percent, virtually the same as it was 20 years ago. We are privileged to have the opportunity to explore this issue from two different perspectives. The first contends that unless major changes occur, the number of minority students interested in and prepared for faculty positions will remain dreadfully insufficient and that, furthermore, affirmative action has been a culprit in this process and leads many of these students into higher educational environments in which they do not perform well enough to even seriously consider or be considered for careers in academe. The other position says that, although the supply of minority faculty candidates is admittedly small, the relatively low level of commitment from higher educational institutions to recruit, hire, and promote minority candidates and the salary disparity between academe and industry lead to a problem of demand that must be appreciated and addressed. Furthermore, it argues, affirmative action has been beneficial in increasing minority faculty presence

Opportunities, Race, and Urban Location: The Influence of John Kain

Today, no economist studying the spatial economy of urban areas would ignore the effects of race on housing markets and labor market opportunities, but this was not always the case. Through what can be seen as a consistent and integrated research plan, John Kain developed many central ideas of urban economics but, more importantly, legitimized and encouraged scholarly consideration of the geography of racial opportunities. His provocative (and prescient) study of the linkage between housing segregation and the labor market opportunities of Blacks was a natural outgrowth of his prior work on employment decentralization and housing constraints on Black households. His more recent program of research on school outcomes employing detailed administrative data was an extension of the same empirical interest in how the economic opportunities of minority households vary with location. This paper identifies the influence of John Kain’s ideas on different areas of research and suggests that his scientific work was thoroughly interrelated.

Why Public Schools Lose Teachers

Many school districts experience difficulties attracting and retaining teachers, and the impending retirement of a substantial fraction of public school teachers raises the specter of severe shortages in some public schools. Schools in urban areas serving economically disadvantaged and minority students appear particularly vulnerable. This paper investigates those factors that affect the probabilities that teachers switch schools or exit the public schools entirely. The results indicate that teacher mobility is much more strongly related to characteristics of the students, particularly race and achievement, than to salary, although salary exerts a modest impact once compensating differentials are taken into account.

New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement

Uncovering the effects of school racial composition on achievement is difficult, because racial mixing in the schools is not an accident but instead represents a complex mixture of government and family choices. While the goals of the integration of schools legally inspired by Brown v. Board of Education are very broad, here we focus more narrowly on how school racial composition effects scholastic achievement. Our evaluation, made possible by rich panel data on the achievement of Texas students, disentangles racial composition effects from other aspects of school quality and from differences in student abilities and family background. The results show that a higher percentage of Black schoolmates has a strong adverse effect on achievement of Blacks and, moreover, that the effects are highly concentrated in the upper half of the ability distribution. In contrast, racial composition has a noticeably smaller effect on achievement of lower ability blacks, of whites, and of Hispanics -- strongly suggesting that the results are not a simple reflection of unmeasured school quality.

Do Higher Salaries Buy Better Teachers?

Important policy decisions rest on the relationship between teacher salaries and the quality of teachers, but the evidence about the strength of any such relationship is thin. This paper relies upon the matched panel data of the UTD Texas School Project to investigate how shifts in salary schedules affect the composition of teachers within a district. The panel data permit separation of shifts in salary schedules from movement along given schedules, and thus the analysis is much more closely related to existing policy proposals. In analyses both of teacher mobility and of student performance, teacher salaries are shown to have a modest impact. Teacher mobility is more affected by characteristics of the students (income, race, and achievement) than by salary schedules. Salaries are also weakly related to performance on teacher certification tests appearing to be relevant only in districts doing high levels of hiring, but preliminary examination shows that the certification tests are not significantly related to student achievement. The only significant relationship between salaries and student achievement holds (implausibly) for existing experienced teachers and not for new hires or for probationary teachers.

The Market for Teacher Quality

Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of which occurs within rather than between schools. Although teacher quality appears to be unrelated to advanced degrees or certification, experience does matter -- but only in the first year of teaching. We also find that good teachers tend to be effective with all student ability levels but that there is a positive value of matching students and teachers by race. In the second part of the analysis, we show that teachers staying in our sample of urban schools tend to be as good as or better than those who exit. Thus, the main cost of large turnover is the introduction of more first year teachers. Finally, there is little or no evidence that districts that offer higher salaries and have better working conditions attract the higher quality teachers among those who depart the central city district. The overall results have a variety of direct policy implications for the design of school accountability and the compensation of teachers.

Charter School Quality and Parental Decision Making With School Choice

Charter schools have become a very popular instrument for reforming public schools, because they expand choices, facilitate local innovation, and provide incentives for the regular public schools while remaining under public control. Despite their conceptual appeal, evaluating their performance has been hindered by the selective nature of their student populations. This paper investigates the quality of charter schools in Texas in terms of mathematics and reading achievement and finds that, after an initial start-up period, average school quality in the charter sector is not significantly different from that in regular public schools. Perhaps most important, the parental decision to exit a charter school is much more sensitive to education quality than the decision to exit a regular public school, consistent with the notion that the introduction of charter schools substantially reduces the transactions costs of switching schools. Low income charter school families are, however, less sensitive to school quality than higher income families.

Does Peer Ability Affect Student Achievement?

Empirical analysis of peer effects on student achievement has been open to question because of the difficulties of separating peer effects from other confounding influences. While most econometric attention has been directed at issues of simultaneous determination of peer interactions, we argue that issues of omitted and mismeasured variables are likely to be more important. We control for the most important determinants of achievement that will confound peer estimates by removing student and school-by-grade fixed effects in addition to observable family and school characteristics. The analysis also addresses the reciprocal nature of peer interactions and the interpretation of estimates based upon models using past achievement as the measure of peer group quality. The results indicate that peer achievement has a positive effect on achievement growth. Moreover, students throughout the school test score distribution appear to benefit from higher achieving schoolmates. On the other hand, the variance in achievement appears to have no systematic effect.

Institutional Effects in a Simple Model of Educational Production

This paper presents a model of educational production that tries to make sense of recent evidence on effects of institutional arrangements on student performance. In a simple principal-agent framework, students choose their learning effort to maximize their net benefits, while the government chooses educational spending to maximize its net benefits. In the jointly determined equilibrium, schooling quality is shown to depend on several institutionally determined parameters. The impact on student performance of institutions such as central examinations, centralization versus school autonomy, teachers\u27 influence, parental influence, and competition from private schools is analyzed. Furthermore, the model can rationalize why positive resource effects may be lacking in educational production

Disruption versus Tiebout Improvement: The Costs and Benefits of Switching Schools

Most students change schools at some point in their academic careers, but some change very frequently and some schools experience a great deal of turnover. Many researchers, teachers, and administrators argue that mobility harms students, particularly disadvantaged students in high turnover, inner city schools. On the other hand, economists emphasize the importance of Tiebout type moves to procure better school quality. Empirical research on mobility has yielded inconclusive results, no doubt in part because of small sample sizes and the difficulty of separating mobility effects from other confounding factors. This paper develops a general theoretical model that identifies school quality changes resulting from moving. The empirical analysis, which exploits the rich longitudinal data of the UTD Texas Schools Project, disentangles the disruption effects associated with moves from changes in school quality. The results suggest that there is a small average increase in school quality for district switchers, while there is no evidence that those switching schools within districts obtain higher school quality on average. Perhaps most important for policy, the results also show a significant externality from moves: students in schools with high turnover suffer a disadvantage, and the cost is largest for lower income and minority students who typically attend much higher turnover schools.