Though many studies have shown that teachers have large effects on student achievement, we know little about the degree to which teachers affect a broader set of student outcomes. Using data from six large school districts, Matthew A. Kraft (Brown University) estimated how teachers affect a range of student skills and competencies beyond those measured by multiple-choice tests.
Continue reading “Teacher Effects beyond the Test”
Gender bias in families is evident in many regions, but the evidence to date does not allow us to fully understand its effects. Stacy H. Chen (National Graduate Institute for Policy Studies, GRIPS), Yen-Chien Chen (Chi-Nan University, Taiwan), and Jin-Tan Liu (National Taiwan University and NBER) studied the educational outcomes of children in more than 965,000 families in Taiwan to better understand the experiences of daughters and sons.
Continue reading “When Families Want Sons, Do Daughters Get an Education?”
Financial aid can affect who goes to college. But how does financial aid affect students already in college who would attend even without the aid? In a new study, Jeffrey T. Denning (Brigham Young University) examines the effect of additional financial aid on these students. He finds that additional aid speeds up graduation for university seniors and increases persistence to the next year for sophomores and juniors.
Continue reading “Financial Aid Accelerates College Graduation”
In “Gainfully employed? New evidence on the earnings, employment, and debt of for-profit certificate students,” Stephanie Riegg Cellini (Brown Center on Education Policy) reports on her work with Nicholas Turner (Federal Reserve Board of Governors). They studied 14 years of earnings for more than 800,000 federally aided certificate students to determine how well for-profit schools are doing.
Continue reading “For-Profit Schools Are Not Improving the Earnings of Their Graduates”
Studies from low-, middle-, and high-income countries show that children brought up in a more favorable early environment benefit in the long run. They are healthier, taller, have higher cognitive ability and educational attainment, and earn significantly higher wages. As a result, preschool construction programs are often assumed to hold considerable promise to increase school readiness while reducing socioeconomic gaps in human capital development. Researchers Adrien Bouguen (University of Mannheim), Deon Filmer (World Bank), Karen Macours (Paris School of Economics and INRA), and Sophie Naudeau (World Bank) examined a school construction project in Cambodia to see if this kind of effort had the desired results. They found that a poor understanding of parent response may be at the heart of the program’s disappointing results.
Continue reading “Preschool and Parents’ Reactions in a Developing Country: Evidence from a School Construction Experiment in Cambodia”
Researchers Stacy S. Kehoe and Lindsay C. Page unpack the implications of their Dell Scholars research in an article for Education Next. They find that the Dell Scholars Program improves students’ college persistence, academic performance, and likelihood of earning a bachelor’s degree.
Continue reading “Education Next Highlights JHR Dell Scholars Article”
Because experiences in early childhood are known to influence child development, preschool programs are often viewed as policy interventions with the most potential to improve the prospects of children from low-income families. In a new study, Owen Thompson (University of Wisconsin, Milwaukee) examined the impact of Head Start on a variety of socioeconomic outcomes for participants through age 48.
Continue reading “Head Start’s Long-Run Impact”
Our understanding of the age at which the black–white test gap emerges has been hampered by two overlooked factors. Timothy N. Bond (Purdue University) and Kevin Lang (Boston University) address these issues in a forthcoming paper in the Journal of Human Resources.
Continue reading ““Growth” in Black–White Test Gap Is Due to Poor Measurement”
The choice of college major can have big implications for students’ long-term outcomes, such as lifetime earnings, but researchers have limited evidence on what helps shape this decision. New research by Christopher Avery (Harvard University), Oded Gurantz (Stanford University, College Board), Michael Hurwitz (College Board), and Jonathan Smith (Georgia State University) examined how Advanced Placement (AP), a national program that exposes high school students to a college-level curriculum, shapes students’ choice of college major.
Continue reading “AP Exam Scores Impact College Major Choice”
Researchers—and parents of teenagers—have long suspected that school starts too early in the morning for adolescents. New research by Jenni Heissel (Naval Postgraduate Academy) and Sam Norris (Northwestern University) shows exactly how much early start times are hindering academic achievement.
Continue reading “Later Start Times Increase Academic Achievement for Teens”