Suchergebnisse

AbstractHow should schools assign students to more rigorous math courses so as best to help their academic outcomes? We identify several hundred California middle schools that used 7th‐grade test scores to place students into 8th‐grade algebra courses and use a regression discontinuity design to estimate average impacts and heterogeneity across schools. Enrolling in 8th‐grade algebra boosts students' enrollment in advanced math in ninth grade by 30 percentage points and eleventh grade by 16 percentage points. Math scores in tenth grade rise by 0.05 standard deviations. Women, students of color, and English‐language learners benefit disproportionately from placement into early algebra. Importantly, the benefits of 8th‐grade algebra are substantially larger in schools that set their eligibility threshold higher in the baseline achievement distribution. This suggests a potential tradeoff between increased access and rates of subsequent math success.

AbstractMany public school diversity efforts rely on reassigning students from one school to another. While opponents of such efforts articulate concerns about the consequences of reassignments for students' educational experiences, little evidence exists regarding these effects, particularly in contemporary policy contexts. Using an event study design, we leverage data from an innovative socioeconomic school desegregation plan to estimate the effects of reassignment on reassigned students' achievement, attendance, and exposure to exclusionary discipline. Between 2000 and 2010, North Carolina's Wake County Public School System (WCPSS) reassigned approximately 25 percent of students with the goal of creating socioeconomically diverse schools. Although WCPSS's controlled school choice policy provided opportunities for reassigned students to opt out of their newly reassigned schools, our analysis indicates that reassigned students typically attended their newly reassigned schools. We find that reassignment modestly boosts reassigned students' math achievement, reduces reassigned students' rate of suspension, and has no offsetting negative consequences on other outcomes. Exploratory analyses suggest that the effects of reassignment do not meaningfully vary by student characteristics or school choice decisions. The results suggest that carefully designed school assignment policies can improve school diversity without imposing academic or disciplinary costs on reassigned students.