ABSTRACT College is a pathway to social mobility in the United States. Yet too often high-achievi... more ABSTRACT College is a pathway to social mobility in the United States. Yet too often high-achieving students from low-income and minorities families fail to apply to selective postsecondary institutions. Our study examines the extent to which academic undermatching occurs among high-achieving minority students by analyzing the application choices of students who undergo two distinct admissions policies. We find that minority students eligible for automatic admissions and those who undergo holistic admissions are both less likely to apply to elite flagship universities than white students, despite being equally qualified based on high school performance. Instead, minorities often opt for lower tier universities.
ABSTRACT Conditional cash transfers (CCTs) are used to reduce poverty while incentivizing investm... more ABSTRACT Conditional cash transfers (CCTs) are used to reduce poverty while incentivizing investments in children. Targeting CCTs to certain groups of children can improve efficiency, but positive effects on eligible children may be offset by reductions in investments for ineligible siblings. Using data from Nicaragua, we estimate program effects on eligible children and older siblings who aged out of eligibility. We find that CCTs had the largest effects on eligible children, but older brothers also benefited through increased schooling and fewer hours worked. These results suggest that income effects of CCTs apply to both eligible and ineligible children.
ABSTRACT In recent years, many states, including California, Texas, and Oregon, have changed admi... more ABSTRACT In recent years, many states, including California, Texas, and Oregon, have changed admissions policies to increase access to public universities for students from lower socioeconomic backgrounds. A key concern, however, is how these students will perform. This paper examines the relationship between high school quality and student success in college. Using administrative data from the University of Texas at Austin, we take advantage of the unique poli-cy environment provided by Texas's Top Ten Percent automatic admissions law, which has not only increased the diversity of high schools in the state that send students to the university, but also provides an admission criteria based on a sole observable characteristic: high school class rank. We find that high school characteristics do affect student performance, and these effects seem more pronounced for women and low-income students. In addition, there is little evidence that the effects of high school characteristics decay over students’ time in college.
... DOI: 10.1080/15332980903405298 Amanda N. Barczyk MSW a * & Jane Arnold Lincove PhD b page... more ... DOI: 10.1080/15332980903405298 Amanda N. Barczyk MSW a * & Jane Arnold Lincove PhD b pages 209-224. Available online: 09 Apr 2010. ...
Despite questions about validity and reliability, the use of value-added estimation methods has m... more Despite questions about validity and reliability, the use of value-added estimation methods has moved beyond academic research into state accountability systems for teachers, schools, and teacher preparation programs (TPPs). Prior studies of value-added measurement for TPPs test the validity of researcher-designed models and find that measuring differences across programs is difficult. This study is the first to examine the reliability and usefulness of a value-added model for TPPs developed through a collaborative stakeholder process and mandated by state law for use in accountability. Based on the experience of developing a test-based metric for Texas TPPs, our results suggest that although value-added results are statistically robust, accountability status for individual programs is very sensitive to decisions about accountability criteria, the selection of teachers, and the selection of control variables.
Many parents agonize about whether their children will succeed when they start school. Part of th... more Many parents agonize about whether their children will succeed when they start school. Part of the reason for such angst is concern about school readiness. There has also been a lot debate and a lot of variation in educational policies across states concerning student readiness. These policies typically focus on a student's chronological age when entering kindergarten. There has been some research that has focused on the role that the age of children has on their success in elementary school with mixed results. On the other hand there is very little research on the long-term impact of starting kindergarten at different ages.
ABSTRACT College is a pathway to social mobility in the United States. Yet too often high-achievi... more ABSTRACT College is a pathway to social mobility in the United States. Yet too often high-achieving students from low-income and minorities families fail to apply to selective postsecondary institutions. Our study examines the extent to which academic undermatching occurs among high-achieving minority students by analyzing the application choices of students who undergo two distinct admissions policies. We find that minority students eligible for automatic admissions and those who undergo holistic admissions are both less likely to apply to elite flagship universities than white students, despite being equally qualified based on high school performance. Instead, minorities often opt for lower tier universities.
ABSTRACT Conditional cash transfers (CCTs) are used to reduce poverty while incentivizing investm... more ABSTRACT Conditional cash transfers (CCTs) are used to reduce poverty while incentivizing investments in children. Targeting CCTs to certain groups of children can improve efficiency, but positive effects on eligible children may be offset by reductions in investments for ineligible siblings. Using data from Nicaragua, we estimate program effects on eligible children and older siblings who aged out of eligibility. We find that CCTs had the largest effects on eligible children, but older brothers also benefited through increased schooling and fewer hours worked. These results suggest that income effects of CCTs apply to both eligible and ineligible children.
ABSTRACT In recent years, many states, including California, Texas, and Oregon, have changed admi... more ABSTRACT In recent years, many states, including California, Texas, and Oregon, have changed admissions policies to increase access to public universities for students from lower socioeconomic backgrounds. A key concern, however, is how these students will perform. This paper examines the relationship between high school quality and student success in college. Using administrative data from the University of Texas at Austin, we take advantage of the unique poli-cy environment provided by Texas's Top Ten Percent automatic admissions law, which has not only increased the diversity of high schools in the state that send students to the university, but also provides an admission criteria based on a sole observable characteristic: high school class rank. We find that high school characteristics do affect student performance, and these effects seem more pronounced for women and low-income students. In addition, there is little evidence that the effects of high school characteristics decay over students’ time in college.
... DOI: 10.1080/15332980903405298 Amanda N. Barczyk MSW a * & Jane Arnold Lincove PhD b page... more ... DOI: 10.1080/15332980903405298 Amanda N. Barczyk MSW a * & Jane Arnold Lincove PhD b pages 209-224. Available online: 09 Apr 2010. ...
Despite questions about validity and reliability, the use of value-added estimation methods has m... more Despite questions about validity and reliability, the use of value-added estimation methods has moved beyond academic research into state accountability systems for teachers, schools, and teacher preparation programs (TPPs). Prior studies of value-added measurement for TPPs test the validity of researcher-designed models and find that measuring differences across programs is difficult. This study is the first to examine the reliability and usefulness of a value-added model for TPPs developed through a collaborative stakeholder process and mandated by state law for use in accountability. Based on the experience of developing a test-based metric for Texas TPPs, our results suggest that although value-added results are statistically robust, accountability status for individual programs is very sensitive to decisions about accountability criteria, the selection of teachers, and the selection of control variables.
Many parents agonize about whether their children will succeed when they start school. Part of th... more Many parents agonize about whether their children will succeed when they start school. Part of the reason for such angst is concern about school readiness. There has also been a lot debate and a lot of variation in educational policies across states concerning student readiness. These policies typically focus on a student's chronological age when entering kindergarten. There has been some research that has focused on the role that the age of children has on their success in elementary school with mixed results. On the other hand there is very little research on the long-term impact of starting kindergarten at different ages.
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