Thomas S. Dee

Teachers, Race and Student Achievement in a Randomized Experiment

Recommendations for the aggressive recruitment of minority teachers are based on hypothesized role-model effects for minority students as well as evidence of racial biases among nonminority teachers. However, prior empirical studies have found little or no association between exposure to an own-race teacher and student achievement. This paper presents new evidence on this question by examining the test score data from Tennessees Project STAR class-size experiment, which randomly matched students and teachers within participating schools. Specification checks confirm that the racial pairings of students and teachers in this experiment were unrelated to other student traits. Models of student achievement indicate that assignment to an own-race teacher significantly increased the math and reading achievement of both black and white students.

The Impact of No Child Left Behind on Student Achievement.

The No Child Left Behind (NCLB) Act compelled states to design schoolaccountability systems based on annual student assessments. The effect of this Federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP). The impact of NCLB is identified using a comparative interrupted time series analysis that relies on comparisons of the test-score changes across states that already had school-accountability policies in place prior to NCLB and those that did not. Our results indicate that NCLB generated statistically significant increases in the average math performance of 4 graders (effect size = 0.22 by 2007) as well as improvements at the lower and top percentiles. There is also evidence of improvements in 8 grade math achievement, particularly among traditionally low-achieving groups and at the lower percentiles. However, we find no evidence that NCLB increased reading achievement in either 4 or 8 grade. * We would like to thank Rob Garlick, Elias Walsh, Nathaniel Schwartz and Erica Johnson for their research assistance. We would also like to thank Kerwin Charles, Robert Kaestner, Ioana Marinescu and seminar participants at the Harris School of Public Policy and at the NCLB: Emerging Findings Research Conference for helpful comments. An earlier version of this work was also presented by Jacob as the David N. Kershaw Lecture at the Annual meeting of the Association of Public Policy and Management (November 2008). All errors are our own.

State alcohol policies, teen drinking and traffic fatalities

This empirical study evaluates the policy responsiveness of teen drinking in models that can condition on the unobserved state-specific attributes that may have biased conventional evaluations. The results demonstrate that cross-state heterogeneity can be important and that beer taxes have relatively small and statistically insignificant effects on teen drinking. Models of youth traffic fatalities also indicate that the conventional beer tax elasticities are not robust to additional controls for omitted variables. The importance of these omitted variables is illustrated by a counterfactual which compares models of nighttime fatalities to those that occur in the daytime when the rate of alcohol involvement is substantially lower.

Competition and the quality of public schools

Abstract A growing body of empirical research has provided provocative evidence that competition from private schools improves student achievement in neighboring public schools. However, this uniform conclusion has been based on fundamentally different empirical specifications. This study examines the importance of these different specifications by presenting new evidence on the relationship between public school quality and competition from private schools. This evidence is based on a unique data set that contains consistently defined high school graduation rates for the unified school districts in 18 states. The results indicate that empirical strategies which rely exclusively on ordinary least-squares (OLS) can lead to misleading inferences because of omitted variables bias and the simultaneous determination of the demand for private schools and public school quality. Nonetheless, two-stage least-squares (2SLS) estimates indicate that competition from private schools does have a positive and statistically significant impact on the high school graduation rates of neighboring public schools.

Teen Drinking and Education Attainment: Evidence From Two-Sample Instrumental Variables (TSIV) Estimates

This study examines the effects of teen alcohol use and availability on educational attainment. We demonstrate that teens who faced a lower minimum legal drinking age (MLDA) were substantially more likely to drink. However, we find that changes in MLDA had small and statistically insignificant effects on educational attainment. Using matched cohorts from two data sets, we also report two‐sample instrumental variables estimates of the effect of teen drinking on educational attainment. These estimates are smaller than the corresponding ordinary least squares estimates and statistically insignificant, indicating that teen drinking does not have an independent effect on educational attainment.

RECONSIDERING THE EFFECTS OF SEAT BELT LAWS AND THEIR ENFORCEMENT STATUS

The debate over the benefits of mandatory seat belt laws and their enforcement status has focused on a controversial empirical enigma: why have these policies, which appear to have increased belt use sharply, had a relatively small impact on traffic fatalities? In this paper, I offer new insights into this question by examining panel data on observed belt use from the National Highway Traffic Safety Administration and self-reported data on belt use from pooled cross-sections of the Centers for Disease Control and Preventions 1985-1993 Behavioral Risk Factor Surveillance System. By exploiting the panel nature of these data, I demonstrate that prior estimates, which have not conditioned on the unobserved time-varying determinants of belt use, have dramatically overestimated the impact of seat belt laws and their enforcement status on belt use. The true effects are more consistent with the modest impact these policies have had on traffic fatalities without having to appeal to the possibility of risk compensation by drivers. However, I find strong evidence in support of the selective recruitment hypothesis. Belt use among those most likely to be involved in traffic accidents (e.g. males, drinkers of alcohol, the young) has been significantly less responsive to seat belt laws and their enforcement status.

Who Loses HOPE? Attrition from Georgia’s College Scholarship Program

Georgia’s lottery-funded HOPE Scholarship program provides free tuition to in-state students who can maintain a B average at state universities. However, roughly half of HOPE Scholars lose their support after their freshman year. This study employs student-level administrative data to identify the observed characteristics that systematically relate to scholarship attrition. Conditional on measures of student ability, there are not statistically significant differences between white, black, and Hispanic students. However, there are dramatic differences across academic disciplines. Students majoring in science, engineering, and computing are 21 to 51 percent more likely to lose their HOPE Scholarships than students in other disciplines.

The Impact of No Child Left Behind on Students, Teachers, and Schools

The controversial No Child Left Behind Act (NCLB) brought test-based school accountability to scale across the United States. This study draws together results from multiple data sources to identify how the new accountability systems developed in response to NCLB have influenced student achievement, school-district finances, and measures of school and teacher practices. Our results indicate that NCLB brought about targeted gains in the mathematics achievement of younger students, particularly those from disadvantaged backgrounds. However, we find no evidence that NCLB improved student achievement in reading. School-district expenditure increased significantly in response to NCLB, and these increases were not matched by federal revenue. Our results suggest that NCLB led to increases in teacher compensation and the share of teachers with graduate degrees. We find evidence that NCLB shifted the allocation of instructional time toward math and reading, the subjects targeted by the new accountability systems.

The Effects of NCLB on School Resources and Practices.

A number of studies have examined the impact of school accountability policies, including No Child Left Behind (NCLB), on student achievement. However, there is relatively little evidence on how school accountability reforms and NCLB, in particular, have influenced education policies and practices. This study examines the effects of NCLB on multiple district, school, and teacher traits using district-year financial data and pooled cross sections of teacher and principal surveys. Our results indicate that NCLB increased per-pupil spending by nearly

The Capitalization of Education Finance Reforms

600, which was funded primarily through increased state and local revenue. We find that NCLB increased teacher compensation and the share of elementary school teachers with advanced degrees but had no effects on class size. We also find that NCLB did not influence overall instructional time in core academic subjects but did lead schools to reallocate time away from science and social studies and toward the tested subject of reading.