Schooling and Poor Children in 19th-Century America

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68138/2/10.1177_000276429203500307.pd

The social meaning of social indicators

While new modes of data processing have provided reams of data, there has been relatively less effort in seeking to comprehend the social meaning of results of empirical work. A set of previously developed indicators of urban social structure is here examined for its link to theory, and to the social structure of the city itself. The original indicators (size, social class, racial composition and community maturity) were empirically derived. In this paper, each is taken in turn, and explored with respect to several possible social meanings. Size, for example, is considered to be itself an indicator, and an imperfect one, for system complexity; percent non-white is seen to be itself an indicator for a slowdown in the mobility process, or a slower social metabolism. These and other results are suggestions, with illustrations, but not conclusive support, from other than the original data. While it is hoped that the theoretical suggestions may themselves be of interest, it is also hoped that approach itself can indicate the fertility and usefulness of going back to theory once empirical measures have been developed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43687/1/11205_2004_Article_BF00304121.pd

No Excuses Charter Schools: A Meta-Analysis of the Experimental Evidence on Student Achievement

While charter schools differ widely in philosophy and pedagogical views, the United States’s most famous urban charter schools typically use the No Excuses approach. Enrolling mainly poor and minority students, these schools feature high academic standards, strict disciplinary codes, extended instructional time, and targeted supports for low-performing students. The strenuous and regimented style is controversial amongst some scholars, but others contend that the No Excuses approach is needed to rapidly close the achievement gap. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools. Focusing on experimental studies, we find that No Excuses charter schools significantly improve math scores and reading scores. We estimate gains of 0.25 and 0.16 standard deviations on math and literacy achievement, respectively, as the effect of attending a No Excuses charter school for one year. Though the effect is large and meaningful, we offer some caveats to this finding and discuss policy implications for the United States as well as other countries

Do bans on affirmative action hurt minority students? Evidence from the Texas Top 10% Plan

In light of the recent bans on affirmative action in higher education, this paper provides new evidence on the effects of alternative admissions policies on the persistence and college completion of minority students. I find that the change from affirmative action to the Top 10% Plan in Texas decreased both retention and graduation rates of lower-ranked minority students. Results show that both fall-to-fall freshmen retention and six-year college graduation of seconddecile minority students decreased, respectively, by 2.4 and 3.3 percentage points. The effect of the change in admissions policy was slightly larger for minority students in the third and lower deciles: fall-to-fall freshmen retention and six-year college graduation decreased, respectively, by 4.9 and 4.2 percentage points. Moreover, I find no evidence in support of the minority “mismatch” hypothesis. These results suggest that most of the increase in the graduation gap between minorities and non-minorities in Texas, a staggering 90 percent, was driven by the elimination of affirmative action in the 1990s

Now What?

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67792/2/10.1177_0021886398344012.pd