Does Money Matter? Regression-Discontinuity Estimates from Education Finance Reform in Massachusetts

The paper studies a typical state-level education finance equalization scheme, and considers two questions. First, what fraction of state education aid is spent on schools? And second, does increased educational funding for historically low-spending districts lead to improved student achievement? Estimates based on variation in spending caused by state aid formulas suggest that 50 to 75 cents of each dollar of education aid were spent on schools. Estimates also suggest that increased spending improved 4 th -grade test scores, but show no effect on 8 th -grade test scores. Further analysis shows that increases in 4 th -grade average test scores were associated with improved performance by low-scoring students.

The Impact of Internet Subsidies in Public Schools

In an effort to alleviate the perceived growth of a digital divide, the U.S. government enacted a major subsidy for Internet and communications investment in schools starting in 1998. The program subsidized spending by 20-90 percent, depending on school characteristics. Using new data on school technology usage in every school in California from 1996 to 2000 as well as application data from the E-Rate program, this paper shows that the subsidy did succeed in significantly increasing Internet investment. The implied first-dollar price elasticity of demand for Internet investment is between -0.9 and -2.2 and the greatest sensitivity shows up among urban schools and schools with large black and Hispanic student populations. Rural and predominantly white and Asian schools show much less sensitivity. Overall, by the final year of the sample, there were about 66 percent more Internet classrooms than there would have been without the subsidy. Using a variety of test score results, however, it is clear that the success of the E-Rate program, at least so far, has been restricted to the increase in access. The increase in Internet connections has had no measurable impact on any measure of student achievement.

Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements

The education reform movement includes efforts to raise teacher quality through stricter certification and licensing provisions. Most US states now require public school teachers to pass a standardized test such as the National Teacher Examination. Although any barrier to entry is likely to raise wages in the affected occupation, the theoretical effects of such requirements on teacher quality are ambiguous. Teacher testing places a floor on whatever skills are measured by the required test, but testing is also costly for applicants. These costs shift teacher supply to the left and may be especially likely to deter high-quality applicants from teaching in the public schools. We use the Schools and Staffing Survey to estimate the effect of state teacher testing requirements on teacher wages and teacher quality as measured by educational background. The results suggest that state-mandated teacher testing increases teacher wages with no corresponding increase in quality.

Lucky Stores, Gambling, and Addiction: Empirical Evidence from State Lottery Sales

There is a large body of literature in both psychology and economics documenting mistaken perceptions of randomness. In this paper we demonstrate that people appear to believe that "lightning will strike twice" when it comes to lottery jackpots. First, we show that in the week following the sale of a winning ticket, retailers that sell a winning jackpot ticket experience relative increases in game-specific ticket sales of between 12 and 38 percent, with the sales response increasing in the size of the jackpot. In addition, the increase in sales experienced by the winning vendor increases with the proportion of the local population comprised of high school dropouts, elderly adults, and households receiving public assistance. We further show that this increase in retail-game sales initially reflects an increase in total sales at the retail and zip code level. Second, we show that the increase in sales is persistent at the winning retailer. However, the data no not provide clear evidence that the increase in sales at the zip code level is persistent. It thus appears that in the long run, consumers are persistent in their habit of buying lottery tickets at the "lucky" store; however, as the shock to total gambling dissipates, there is no evidence that lottery gambling itself is habit forming or addictive.

Peer Effects in the Workplace: Evidence from Random Groupings in Professional Golf Tournaments

This paper uses the random assignment of playing partners in professional golf tournaments to test for peer effects in the workplace. We find no evidence that the ability of playing partners affects the performance of professional golfers, contrary to recent evidence on peer effects in the workplace from laboratory experiments, grocery scanners, and soft-fruit pickers. In our preferred specification, we can rule out peer effects larger than 0.045 strokes for a one stroke increase in playing partners' ability, and the point estimates are small and actually negative. We offer several explanations for our contrasting findings: that workers seek to avoid responding to social incentives when financial incentives are strong; that there is heterogeneity in how susceptible individuals are to social effects and that those who are able to avoid them are more likely to advance to elite professional labor markets; and that workers learn with professional experience not to be affected by social forces. We view our results as complementary to the existing studies of peer effects in the workplace and as a first step towards explaining how these social effects vary across labor markets, across individuals and with changes in the form of incentives faced. In addition to the empirical results on peer effects in the workplace, we also point out that many typical peer effects regressions are biased because individuals cannot be their own peers, and suggest a simple correction.

Desegregation and Black Dropout Rates

In 1954 the Supreme Court of the United States ruled that separate schools for black and white children were 'inherently unequal.' This paper studies whether the desegregation plans of the next 30 years in fact benefited the black students for whom the plans were designed. Analysis of data from the 1970 and 1980 censuses suggests that desegregation plans of the 1970's reduced the high school dropout rates of blacks by one to three percentage points during this decade. Desegregation plans can account for about half of the decline in dropout rates of blacks between 1970 and 1980. A similar analysis suggests that desegregation plans had no effect on the dropout rates of whites. The results are robust to controls for time-varying region and family income effects, as well as to tests for selective migration, though mean reversion may account for some portion of the larger estimated effects. Further investigation of conditions in segregated schools in 1970 suggests that peer effects explain at least some of the decline in the dropout rates of blacks due to desegregation plans.

Birth cohort and the black-white achievement gap: the role of health soon after birth

A large literature documents the significant gap in average test scores between blacks and whites, while a related literature finds a substantial narrowing of the gap during the 1980’s, and a stagnation in convergence during the 1990’s. We use two data sources the Long Term Trends NAEP and AFQT scores for the universe of applicants to the U.S. military between 1976 and 1991 to show that most of the racial convergence in the 1980’s is explained by relative improvements across successive cohorts of blacks born between 1963 and the early 1970’s and not by a secular narrowing in the gap over time. Furthermore, these across-cohort test score gains occurred almost exclusively among blacks in the South. We then examine the potential causes of these large composition effects in the test score gap and their significant variation across U.S. states. We demonstrate that the timing of the cohort-based AFQT convergence closely tracks the convergence in measures of black and white infant health for those cohorts. For example, the cohort- specific AFQT gaps (adjusted for age and year effects and selection into test taking) and the racial gaps in post- neonatal mortality rates deaths between one month and one year of birth exhibit very similar patterns across states and birth cohorts. We show that the black-white convergence in AFQT scores appears to have been more closely linked with post- neonatal mortality rates than with earlier health measures such as neonatal mortality (deaths within one month of birth) and low birthweight. We also find little evidence that other potential confounders (e.g., schooling desegregation, family background) can explain these patterns in AFQT scores. Investments in health at very early ages after birth appear to have large, long-term effects on human capital accumulation. We also discuss preliminary evidence that the staggered timing of hospital integration across the South is consistent with the patterns of gains in black test scores 17 to 18 years after birth more so than other hypotheses for progress in black infant health (e.g., Food Stamps, AFDC, Medicaid).Newborn infants - Mortality ; Racially mixed children

Studying Discrimination: Fundamental Challenges and Recent Progress

We discuss research on discrimination against blacks and other racial minorities in labor market outcomes, highlighting fundamental challenges faced by empirical work in this area. Specifically, for work devoted to measuring whether and how much discrimination exists, we discuss how the absence of relevant data, the potential noncomparability of blacks and whites, and various conceptual concerns peculiar to race may frustrate or render impossible the application of empirical methods used in other areas of study. For work seeking to arbitrate empirically between the two main alternative theoretical explanations for such discrimination as it exists, we distinguish between indirect analyses, which do not directly study the variation in prejudice or the variation in information, the mechanisms at the heart of the two types of models we review, and direct analyses, which are more recent and much less common. We highlight problems with both approaches. Throughout, we discuss recent work, which, the various challenges notwithstanding, permits tentative conclusions about discrimination. We conclude by pointing to areas that might be fruitful avenues for future investigation.

Is Lottery Gambling Addictive?

We present an empirical test for the addictiveness of lottery gambling. To distinguish state dependence from serial correlation, we exploit an exogenous shock to local market consumption of lottery gambling. We use the sale of a winning ticket in the zip code, the location of which is random conditional on sales, as an instrument for present consumption and test for a causal relationship between present and future consumption. This test of addiction is based on the definition of addiction commonly used in the economics literature. It has two key advantages over previous tests for addiction. First, our test is unique in being based on an observed increase in consumption coming from a randomly assigned shock. Second, our approach estimates the time path of persistence non-parametrically. Our data from the Texas State Lottery suggests that after 6 months, roughly half of the initial increase in lottery consumption is maintained. After 18 months, roughly 40 percent of the initial shock persists, though estimates become less precise. These estimates provide an upper bound on the degree of addictiveness in lottery gambling. They also highlight the potential effectiveness of innovations and advertising campaigns designed to increase lottery gambling.

Birth Cohort and the Black-White Achievement Gap: The Roles of Access and Health Soon After Birth

One literature documents a significant, black-white gap in average test scores, while another finds a substantial narrowing of the gap during the 1980's, and stagnation in convergence after. We use two data sources -- the Long Term Trends NAEP and AFQT scores for the universe of applicants to the U.S. military between 1976 and 1991 -- to show: 1) the 1980's convergence is due to relative improvements across successive cohorts of blacks born between 1963 and the early 1970's and not a secular narrowing in the gap over time; and 2) the across-cohort gains were concentrated among blacks in the South. We then demonstrate that the timing and variation across states in the AFQT convergence closely tracks racial convergence in measures of health and hospital access in the years immediately following birth. We show that the AFQT convergence is highly correlated with post-neonatal mortality rates and not with neonatal mortality and low birth weight rates, and that this result cannot be explained by schooling desegregation and changes in family background. We conclude that investments in health through increased access at very early ages have large, long-term effects on achievement, and that the integration of hospitals during the 1960's affected the test performance of black teenagers in the 1980's.