Susan Burkhauser

Effects of Dual-Language Immersion Programs on Student Achievement: Evidence From Lottery Data

Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students’ test scores in reading, mathematics, and science and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance but also no detriment. By sixth and seventh grade, lottery winners’ probabilities of remaining classified as EL are 3 to 4 percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language.

Health implications of social networks for children living in public housing.

This study sought to examine whether: (1) the health composition of the social networks of children living in subsidized housing within market rate developments (among higher-income neighbors) differs from the social network composition of children living in public housing developments (among lower-income neighbors); and (2) childrens social network composition is associated with childrens own health. We found no significant differences in the health characteristics of the social networks of children living in these different types of public housing. However, social network composition was significantly associated with several aspects of childrens own health, suggesting the potential importance of social networks for the health of vulnerable populations.

Effects of Dual-Language Immersion on Students’ Academic Performance

Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion on students’ test scores in reading, mathematics, and science, and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13 to 22 percent of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance, but also no detriment. By sixth and seventh grade, lottery winners’ probabilities of remaining classified as EL are three to four percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language.

How Effective Are Military Academy Admission Standards

Abstract : The U.S. Air Force Academy (USAFA), the U.S. Military Academy (USMA), and the U.S. Naval Academy (USNA) provide undergraduate education and training for students who will become commissioned officers in the Armed Forces. Like all institutions of higher education, military academies rely on a set of admission criteria, but beyond that, they are particularly concerned about the outcomes of those admitted, because the goal is for those who graduate to move on and become successful as commissioned officers. RAND was asked to examine admission standards at these academies to see whether they were enrolling individuals who would both graduate and become successful officers, but the USNA chose not to participate. Thus, this brief summarizes the results of analyses of the applicant scoring systems that USAFA and USMA use for admission.