Sarah K. Bruch

Estimating the “Impact” of Out‐of‐Home Placement on Child Well‐Being: Approaching the Problem of Selection Bias

This study used data on 2,453 children aged 4-17 from the National Survey of Child and Adolescent Well-Being and 5 analytic methods that adjust for selection factors to estimate the impact of out-of-home placement on childrens cognitive skills and behavior problems. Methods included ordinary least squares (OLS) regressions and residualized change, simple change, difference-in-difference, and fixed effects models. Models were estimated using the full sample and a matched sample generated by propensity scoring. Although results from the unmatched OLS and residualized change models suggested that out-of-home placement is associated with increased child behavior problems, estimates from models that more rigorously adjust for selection bias indicated that placement has little effect on childrens cognitive skills or behavior problems.

From policy to polity: Democracy, paternalism, and the incorporation of disadvantaged citizens

This article investigates how experiences with public policies affect levels of civic and political engagement among the poor. Studies of “policy feedback” investigate policies not just as political outcomes, but also as factors that set political forces in motion and shape political agency. To advance this literature, we take up three outstanding questions related to selection bias, the distinction between universal and targeted programs, and the types of authority relations most likely to foster engagement among the poor. Using a longitudinal dataset from the Fragile Families and Child Wellbeing Study, which follows a cohort of low-income parents and their newborn children in 20 U.S. cities, we estimate effects associated with three types of means-tested public assistance. We find that these policies’ effects are not an illusion created by selection bias; the effects of targeted programs can both promote and discourage engagement; and such effects tend to be more positive when a policy’s authority structure reflects democratic rather than paternalist principles.

Caseworker-Perceived Caregiver Substance Abuse and Child Protective Services Outcomes

The authors used data from the National Survey of Child and Adolescent Well-Being to examine associations of child protective services (CPS) caseworkers’ perceptions of caregiver substance abuse with their perceptions of the severity of risk and harm a child experienced as a result of alleged maltreatment, as well as with whether a family experienced a range of CPS outcomes. The outcomes included whether the family received services from CPS, was substantiated for maltreatment, experienced child removal, and was subject to a termination of parental rights (TPR) petition. The authors also compared the magnitude of the association between caseworker-perceived caregiver substance abuse and each outcome to that of the association between other maltreatment-related risk factors and each outcome. Findings suggest that, all else equal, caseworker-perceived caregiver substance abuse is associated with increased caseworker perceptions that children have experienced severe risk and harm and also with an increased probability of each of the CPS outcomes except TPR. Moreover, these associations are equal in magnitude or larger than those between the other risk factors and the outcomes. These findings imply that CPS decisions are heavily influenced by caseworker perceptions of caregiver substance abuse, regardless of the presence of other risk factors for child maltreatment.

Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/Ethnic Achievement Gaps

Schools with very few and relatively low-performing marginalized students may be most likely to trigger social identity threats (including stereotype threats) that contribute to racial disparities. We test this hypothesis by assessing variation in the benefits of a self-affirmation intervention designed to counteract social identity threat in a randomized trial in all 11 middle schools in Madison, Wisconsin. We find that school context moderates the benefits of self-affirmation for black and Hispanic students’ grades, with partial support among standardized achievement outcomes. Self-affirmation reduced the very large racial achievement gap in overall grade point average by 12.5 percent in high-threat school contexts and had no effect in low-threat contexts. These self-affirmation activities have the potential to help close some of the largest racial/ethnic achievement gaps, though only in specific school contexts.

The Consequences of Principal and Teacher Turnover for School Social Resources

Abstract nStaff turnover may have important consequences for the development of collective social resources based on trust, shared norms, and support among school professionals. We outline the theoretical role-specific consequences of principal and teacher turnover for features of principal leadership and teacher community, and we test these ideas in repeated teacher survey data from a sample of 73 Los Angeles elementary schools. We find evidence that principal turnover fundamentally disrupts but does not systematically decrease relational qualities of principal leadership; negative changes for initially high social resource schools offset positive changes for initially low social resource schools, suggesting that relational instability “resets” the resources that develop in the relationships between leadership and teachers. Greater consistency in measures of teacher community in the face of teacher turnover implies that the social resources inhering in the relationships among teachers are more robust to instability.

The Consequences of Decentralization: Inequality in Safety Net Provision in the Post–Welfare Reform Era

Decentralized safety net programs provide much of the social provision in the US, yet the consequences for social provision have received remarkably limited attention. In this article, we examine cross-state inequality in social safety net provision from 1994 to 2014. We ask whether programs that are more decentralized in terms of policy design are more variable across states in terms of the generosity of benefits and inclusiveness of receipt and whether there has been convergence or divergence in programs affected by the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) as well as in those that were not. We find substantial cross-state inequality in provision, with greater cross-state inequality in programs with more state discretion. In examining change over time, we find remarkable consistency in the levels of cross-state inequality; however, we also find that the devolution of authority under PRWORA increased cross-state inequality in programs affected by this legislation.

Patterns and Impacts of Racial and International Student Disparities in Experiences of Campus Climate, Academic Support, and Financial Conditions

In this chapter, the authors document the extent of disparities across racial groups and for international and immigrant students in campus climate for diversity, academic support, and financial conditions; examine the association between these campus experiences and academic outcomes; and explore whether the impacts of these campus experiences are stronger for historically underrepresented racial groups, immigrant, and/or international students. The authors discover that while international students have much lower rates of financial strain, the negative impact of financial strain is stronger for international students. The authors also find that immigrant students report higher levels of financial strain, however worrying about personal and family debt is unexpectedly associated with accumulating more credits and a higher likelihood of graduation.

Educational inequality in the United States: can we reverse the tide?

Abstract Educational inequality is a pressing problem in much of the English-speaking world and especially in the United States, as the last three decades have witnessed rising inequality on several measures. This is an appropriate subject for a special issue commemorating the contributions of David Raffe, whose career of scholarship greatly enhanced our understanding of educational inequality. Although research publications on inequality have increased, especially internationally, studies of youth inequality still lag, and studies of ways to reduce inequality are more the exception than the rule. Advancing beyond these trends requires a stronger capacity for research on reducing inequality, including more research funding, more diverse voices calling attention to inequality, and broader and more integrated approaches to studying inequality. These insights are applied in this paper to the case of research on career and technical education (CTE), one of David Raffe’s central concerns. We argue that progress in CTE research will require more funding, greater diversity in perspectives and new approaches to scholarship, and enhanced synergies across disciplines and in connecting research and practice.