1,904,235 results on '"Brown AT"'
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2. Job Title Analysis for Selected Job Titles in Horticulture. Final Report.
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Purdue Univ., Lafayette, IN. and Brown, C. Edward
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The systematic development of horticulture curriculum for Indiana was the focus of this research project which validated a job task list for use in instructional material development. The job title catalog, A Landscape Gardener, was selected from those currently available through the Vocational-Technical Consortium of States (V-TECS) program. A purposive study as outlined in the V-TECS technical reference handbook was undertaken to validate this job title catalog for Indiana. Survey instruments were sent to job incumbent personnel in horticulture businesses and data from twenty returned surveys was tabulated and analyzed. From the selected list of 165, job incumbents selected 109 as those most commonly performed, also indicating tools commonly used and amount of time spent at various tasks. Finally the validated list of tasks contained in the job title catalog were sequenced to facilitate further work in instructional materials development. (Survey instruments and survey data are included in the appendixes.) (JH)
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- 2024
3. Student-to-School Counselor Ratios: Understanding the History and Ethics behind Professional Staffing Recommendations and Realities in the United States. EdWorkingPaper No. 24-977
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Annenberg Institute for School Reform at Brown University, Carleton H. Brown, and David S. Knight
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This manuscript explores the argument for lower student-to-school counselor ratios in U.S. public education. Drawing upon a comprehensive historical review and existing research, we establish the integral role of school counselors and the notable benefits of reduced student-to-counselor ratios. Our analysis of national data exposes marked disparities across states and districts, with the most underfunded often serving higher percentages of low-income students and students of color. This situation raises significant ethical concerns, prompting a call for conscientious policy reform and targeted investment. Informed by emerging best practices, we propose recommendations for enhancing counselor staffing and ultimately student outcomes. This ethical argument underscores the need for proactive actions and provides a basis for future research to further delineate the impact of school counselor ratios on educational equity and student success.
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- 2024
4. (Dis)Connection at Work: Racial Isolation, Teachers' Job Experiences, and Teacher Turnover. EdWorkingPaper No. 24-995
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Annenberg Institute for School Reform at Brown University, Shirley H. Xu, Francisco Arturo Santelli, Jason A. Grissom, Brendan Bartanen, and Susan Kemper Patrick
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Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This "racial isolation" may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which Tennessee teachers who are more racially isolated are more likely to turn over. Accounting for other factors, we find that racially isolated Black teachers are more likely to leave their schools than less isolated teachers. This turnover is driven by transfers to a different district and exiting the profession altogether. Consistent with an explanation that isolated teachers' work experiences differ, they also report less collaboration with colleagues and receive lower observation scores.
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- 2024
5. The Causal Effect of Parenting Style on Early Child Development. EdWorkingPaper No. 24-996
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Annenberg Institute for School Reform at Brown University, Margaret Leighton, Anitha Martine, Julius Massaga, and Emmanuel Bunzari
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This paper presents causal evidence on the impact of parenting practices on early child development. We exploit exogenous changes in nurturing care induced by a parent training intervention to estimate the impact of nurturing parenting practices on child outcomes. We find a large and significant impact measured at age two; in contrast, at age four nurturing care has only a modest, and imprecisely estimated, impact on child outcomes. This is despite the fact that the intervention induced substantial changes in parenting practices at both ages. The differential relationship between child development and nurturing care at ages two and four explains the fade-out in treatment effects for the intervention as a whole: although parents continued to respond, their response no longer had the intended effect on child outcomes. [Additional funding from the Royal Society of Edinburgh.]
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- 2024
6. How Do Hybrid School Leaders Measure Program Success? Experimental Evidence from a National Sample of Hybrid Schools. EdWorkingPaper No. 24-997
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Annenberg Institute for School Reform at Brown University, Matthew H. Lee, John Thompson, and Eric Wearne
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Hybrid school enrollments are trending up and many parents express a diverse range of reasons for enrolling their children in hybrid schools. Yet little is known about the pedagogical goals pursued by hybrid schools. We aim to help close this gap in the literature with a stated preferences experiment of hybrid school leaders' perceptions of program success. Sixty-three school leaders participated in a survey experiment in which we randomly assigned attributes to hypothetical programs and asked school leaders to identify the most successful program. We find that hybrid school leaders consider a broad range of student outcomes when evaluating program success, including labor market outcomes, civic outcomes, and family life. Students' religious observance produced the largest effect sizes, a reasonable finding considering that roughly two-thirds of the schools represented in our sample have some religious affiliation. We do not find evidence that test score outcomes and higher education matriculation contribute meaningfully to perceived success.
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- 2024
7. Local Licensure and Teacher Shortage: Policy Analysis and Implications. EdWorkingPaper No. 24-993
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Annenberg Institute for School Reform at Brown University, Sarah Guthery, and Kathryn V. Dixon
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We use frame analysis to analyze the first iteration of the Texas District of Innovation policy, which allows districts to take exemption from state education requirements mandating the hiring of a state certified teacher. We analyzed 451 district policies and find the plans use very similar, and sometimes identical, language to frame both the problem of teacher shortage and their proposed solutions, even though the districts may be geographically and demographically different. The districts most often propose two solutions to the certified teacher shortage, 1) flexibility and 2) local control over teacher certification decisions, including hiring unlicensed teachers and locally certified teachers.
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- 2024
8. Priceless Benefits: Effects of School Spending on Child Mortality. EdWorkingPaper No. 24-1008
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Annenberg Institute for School Reform at Brown University, Emily Rauscher, Greer Mellon, and Susanna Loeb
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The academic and economic benefits of school spending are well-established, but focusing on these outcomes may underestimate the full social benefits of school spending. Recent increases in U.S. child mortality are driven by injuries and raise questions about what types of social investments could reduce child deaths. We use close school district tax elections and negative binomial regression models to estimate effects of a quasi-random increase in school spending on county child mortality. We find consistent evidence that increased school spending from passing a tax election reduces child mortality. Districts that narrowly passed a proposed tax increase spent an additional $243 per pupil, mostly on instruction and salaries, and had 4% lower child mortality after spending increased (6-10 years after the election). This increased spending also reduced child deaths of despair (due to drugs, alcohol, or suicide) by 5% and child deaths due to accidents or motor vehicle accidents by 7%. Estimates predicting potential mechanisms suggest that lower child mortality could partly reflect increases in the number of teachers and counselors, higher teacher salaries, and improved student engagement. [Funding for this report was provided by the Gilead Foundation Creating Possible Fund and the Population Studies and Training Center at Brown University.]
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- 2024
9. Understanding Individualized Education Program (IEP) Goals at Scale. EdWorkingPaper No. 24-992
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Annenberg Institute for School Reform at Brown University, Indiana Department of Education, Wheelock Educational Policy Center (WEPC), Christopher Cleveland, and Jessica Markham
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Students with disabilities represent 15% of U.S. public school students. Individualized Education Programs (IEPs) inform how students with disabilities experience education. Very little is known about the aspects of IEPs as they are historically paper-based forms. In this study, we develop a coding taxonomy to categorize IEP goals into 10 subjects and 40 skills. We apply the taxonomy to digital IEP records for an entire state to understand the variety of IEP goal subjects and skills prescribed to students with different disabilities. This study highlights the utility of studying digital IEP records for informing practice and policy.
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- 2024
10. The Role of Education-Industry Match in College Earnings Premia. EdWorkingPaper No. 24-994
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Annenberg Institute for School Reform at Brown University, Taylor Odle, and Lauren Russell
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There is substantial variation in the returns to a college degree. One determinant is whether a worker's employment is "matched" with their education. With a novel education-industry crosswalk and panel data on 295,000 graduates, we provide the first estimates of an education-industry match premium leveraging within-person variation in earnings. We document which majors have the most and least matching, how earnings premia vary across fields and gender, and how premia evolve over time. With robust estimators, we show that workers in industries "matched" with their degree experience an average earnings premium of 7-11%, with variation by degree level and major.
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- 2024
11. College Students and Career Aspirations: Nudging Student Interest in Teaching. EdWorkingPaper No. 24-999
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Annenberg Institute for School Reform at Brown University, Alvin Christian, Matthew Ronfeldt, and Basit Zafar
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We survey undergraduate students at a large public university to understand the pecuniary and non-pecuniary factors driving their college major and career decisions with a focus on K-12 teaching. While the average student reports there is a 6% chance they will pursue teaching, almost 27% report a nonzero chance of working as a teacher in the future. Students, relative to existing statistics, generally believe they would earn substantially more in a non-teaching job (relative to a teaching job). We run a randomized information experiment where we provide students with information on the pecuniary and non-pecuniary job characteristics of teachers and non-teachers. This low-cost informational intervention impacts students' beliefs about their job characteristics if they were to work as a teacher or non-teacher, and increases the reported likelihood they will major or minor in education by 35% and pursue a job as a teacher or in education by 14%. Linking the survey data with administrative transcript records, we find that the intervention had small (and weak) impacts on the decision to minor in education in the subsequent year. Overall, our results indicate that students hold biased beliefs about their career prospects, they update these beliefs when provided with information, and that this information has limited impacts on their choices regarding studying and having a career in teaching.
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- 2024
12. The Effects of a Statewide Ban on School Suspensions. EdWorkingPaper No. 24-1004
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Annenberg Institute for School Reform at Brown University, Jane Arnold Lincove, Catherine Mata, and Kalena E. Cortes
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This research uses the implementation of a school suspension ban in Maryland to test whether a top-down state-initiated ban on suspensions in early primary grades can influence school behavior regarding school discipline. Beginning in the fall of 2017, the State of Maryland banned the use of out-of-school suspensions for grades PK-2, unless a student posed an "imminent threat" to staff or students. This research investigates (1) what was the effect of the ban on discipline outcomes for students in both treated grades and upper elementary grades not subject to the ban? (2) did schools bypass the ban by coding more events as threatening or increasing the use of in-school suspensions? and (3) were there differential effects for students in groups that are historically suspended more often? Using a comparative interrupted time series strategy, we find that the ban is associated with a substantial reduction in, but not a total elimination of, out-of-school suspensions for targeted grades without substitution of in-school suspensions. Disproportionalities by race and other characteristics remain after the ban. Grades not subject to the ban experienced few effects, suggesting the ban did not trigger a schoolwide response that reduced exclusionary discipline.
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- 2024
13. A Matter of Time? Measuring Effects of Public Schooling Expansions on Families' Constraints. EdWorkingPaper No. 24-987
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Annenberg Institute for School Reform at Brown University, Chloe R. Gibbs, Jocelyn Wikle, and Riley Wilson
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As women increasingly entered the labor force throughout the late 20th century, the challenges of balancing work and family came to the forefront. We leverage pronounced changes in the availability of public schooling for young children--through duration expansions to the kindergarten day--to better understand mothers' and families' constraints. We first show that mothers of children in full-day kindergarten spend significantly more time at work, less time with their children, less time performing household duties, and less time commuting with their children in the middle of the day relative to mothers with half-day kindergarteners. Exploiting full-day kindergarten variation across place and time from 1992 through 2022, combined with the narrow age targeting of kindergarten, we document the impact of full-day kindergarten access on parental labor supply, family childcare costs, and children's subsequent academic outcomes. Our estimates of the maternal employment effects imply that full-day kindergarten expansions were responsible for as much as 24 percent of the growth in employment of mothers with kindergarten-aged children in this time frame.
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- 2024
14. The Role of Emergency Financial Relief Funding in Improving Low-Income Students' Academic and Financial Outcomes across Demographic Characteristics. EdWorkingPaper No. 24-991
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Annenberg Institute for School Reform at Brown University, Bradley R. Curs, Casandra E. Harper, and Sangmin Park
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This quasi-experimental study examined the effectiveness of a one-time emergency financial relief program among Pell Grant eligible undergraduate students in Spring 2015 pursuing their first bachelor's degree across academic and financial outcomes. The academic outcomes included retention to the next semester, degree completion, attempted credit hours, and grade point average. The financial outcome captured whether students received a stop registration hold due to an unpaid financial balance in the semester after receiving the emergency relief. The results reveal that financial relief applied to low-income students' accounts can improve their retention and graduation rates. The financial relief was most effective among first-generation college students, resulting in a complete elimination of the retention gap for first-generation students. The emergency relief did not improve GPA or substantially change the number of credits earned. A concerning finding was that students receiving this emergency support were more likely to receive a financial hold in a subsequent semester and that effect was stronger among students of color (Black/African American, Hispanic/Latine, Asian, Multiracial, American Indian/Alaska Native), males, and first-generation college students.
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- 2024
15. The Decline in Teacher Working Conditions during and after the COVID Pandemic. EdWorkingPaper No. 24-1000
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Annenberg Institute for School Reform at Brown University, Sofia Baker, and Cory Koedel
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We study changes to teacher working conditions from 2016-17 to 2022-23, covering school years before, during, and after the COVID pandemic. We show working conditions were improving leading into the pandemic but declined when the pandemic arrived. Perhaps more surprisingly, the pandemic was not a low point: teacher working conditions have continued to decline during the post-pandemic period. Teachers report worsening working conditions along many dimensions including the level of classroom disruptions, student responsibility, and safety, among others. They also report declines in trust between themselves and principals, parents, and other teachers. Trends in working conditions since the pandemic are similar in schools serving more and less socioeconomically advantaged students. However, schools in districts where online learning was the predominant mode of instruction during the 2020-21 school year have experienced larger declines than other schools.
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- 2024
16. Instability in Foster Care: How Transitions into and out of Foster Care Relate to School Discipline. EdWorkingPaper No. 24-990
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Annenberg Institute for School Reform at Brown University, S. Colby Woods, Michael Gottfri, and Kevin Gee
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Students in the foster care system tend to have lower educational outcomes than their peers, including more frequent disciplinary events. However, few studies have explored how transitions into and out of foster care placements are associated with educational outcomes. Using longitudinal data from four California school districts, this study investigated the dynamics of entering versus exiting foster care to predict school discipline and how this relationship ultimately influences absenteeism. Our findings suggest that students in foster care are more likely than their peers to face disciplinary action, especially exclusionary discipline, particularly when entering foster care. We also find suggestive evidence that disciplinary actions upon entry increase student absenteeism for students in foster care.
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- 2024
17. Democratic Policymaking in Schools: The Influence of Teacher Empowerment on Student Achievement. EdWorkingPaper No. 24-989
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Annenberg Institute for School Reform at Brown University and Sara R. Sands
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Despite the popularity of teacher leadership since the 1980s, little research examines its effects on student achievement. In this paper, I assess the influence of the New York City Department of Education's Teacher Career Pathways program, a teacher leadership initiative, on student achievement in grades three through eight. Using difference-in-difference approaches, including new event study estimators, I find that where school leaders staffed teacher leaders into formal roles with defined responsibilities, positional authority, and commensurate salary increases, student achievement in ELA and math improves. Moreover, the improvement in scores compounds over time, with schools exhibiting increasing gains in each year following the initial introduction of teacher leaders. Schools that do not staff teacher leaders do not observe similar outcomes. I consider these results in the context of democratic policymaking and teacher empowerment, suggesting that teachers must be formally empowered in schools to lead meaningful changes that ultimately improve student achievement.
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- 2024
18. An Exploration of the Mentoring Experiences of Ethnically Diverse Women Faculty at an HBCU: A Qualitative Case Study
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Tonya M. Brown and Ruth Boyd
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This qualitative case study explored the professional and personal growth benefits for women faculty who engage in mentoring relationships at a historically black college or university (HBCU). Data were collected using one-on-one interviews with full- and part-time women faculty members who served as research participants. The participants provided data about their experiences with mentoring, including details such as the frequency of their meetings with mentoring partners, the preferred method of communication, and the areas of support resulting from the mentoring relationship. Findings indicated that mentoring relationships positively enhanced the experience for women faculty teaching in full-time or adjunct positions in higher education. Mentoring relationships provide support, guidance, and even retention of the mentee. The findings also suggested the importance of structured mentoring programs developed and supported by universities for women faculty.
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- 2024
19. Design Principles for Accelerating Student Learning with High-Impact Tutoring. Design Principles Brief #30: Academic Acceleration. Updated
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Annenberg Institute for School Reform at Brown University, Results for America, Stanford Center for Assessment, Learning and Equity (SCALE), EdResearch for Action, Carly D. Robinson, Matthew A. Kraft, Susanna Loeb, and Beth Schueler
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The EdResearch for Action "Design Principles Series" focuses on a single program or practice that has been proven to have positive effects on student outcomes. Authors -- leading experts from across the field of education research -- look across many high-quality studies of similar programs to identify the components and conditions that are key to its effective implementation. The "Design Principles Series" helps practitioners adapt and successfully implement an evidence-based program to meet the needs of their target population. This brief is an update of the previous version published in 2021. It incorporates new research on effective design and implementation components in high-impact tutoring programs. [This brief was prepared in collaboration with the University of Virginia, School of Education and Human Development and National Student Support Accelerator.]
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- 2024
20. Exploring the Relationship between Test-Optional Admissions and Selectivity and Enrollment Outcomes during the Pandemic. EdWorkingPaper No. 24-982
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Annenberg Institute for School Reform at Brown University, Kelly Rosinger, Dominique J. Baker, Joseph Sturm, Wan Yu, Julie J. Park, OiYan Poon, Brian Heseung Kim, and Stephanie Breen
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Most selective colleges implemented test-optional admissions during the pandemic, making college entrance exam scores optional for applicants. We draw on descriptive, two-way fixed effects, and event study methods to examine variation in test-optional implementation during the pandemic and how implementation relates to selectivity and enrollment. For "test-optional" colleges during the pandemic, we found substantial variation in policy type (e.g., test optional, test free) and whether the policy extended to all applicants and scholarship consideration. Findings suggest test-optional implementation related to increases in Black student enrollment, mostly at moderately selective colleges and when policies extended to all applicants and scholarships. At highly selective colleges, findings suggest test-optional implementation related to an increase in applications but not consistent gains in enrollment.
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- 2024
21. The Returns to Experience for School Principals. EdWorkingPaper No. 24-978
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Annenberg Institute for School Reform at Brown University, Brendan Bartanen, Aliza N. Husain, David D. Liebowitz, and Laura K. Rogers
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Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and supervisor ratings of principals. The typical principal leads a school for only 3-5 years and leaves the principalship after 6-7 years. We find little evidence that school performance improves as principals gain experience, despite substantial improvement in supervisor ratings. Our results suggest that strategies intended to increase principal retention are unlikely to improve school outcomes absent more comprehensive efforts to strengthen the link between principal skill development and student and school outcomes.
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- 2024
22. Beyond the Silver Bullet: Unveiling Multiple Pathways to School Turnaround. EdWorkingPaper No. 24-979
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Annenberg Institute for School Reform at Brown University, Stefan Arora-Jonsson, Ema Kristina Demir, Axel Norgren, and Karl Wennberg
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Research on school improvement has accumulated an extensive list of factors that facilitate turnarounds at underperforming schools. Given that contextual or resource constraints may limit the possibilities of putting all of these factors in place, an important question is what is necessary and sufficient to turn a school around. We use a qualitative comparative analysis (QCA) of 77 Swedish schools studied over 12 years to answer this question. Our core finding is that there is no "silver bullet" solution. There are, instead, several distinct combinations of factors that can enable a turnaround. The local school context is essential for which combinations of factors are necessary and sufficient for school turnaround. We discuss implications for research on school improvement and education policy.
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- 2024
23. Loss of Schooling from Tropical Cyclones: Evidence from 13 Low- and Middle-Income Countries. EdWorkingPaper No. 24-980
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Annenberg Institute for School Reform at Brown University, Renzhi Jing, Sam Heft-Neal, Zetianyu Wang, Jie Chen, Minghao Qiu, Isaac M. Opper, Zachary Wagner, and Eran Bendavid
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Increasing educational attainment is one of the most important and effective tools for health and economic improvements. The extent to which extreme climate events disrupt education, resulting in fewer years of schooling and reduced educational attainment, remains under-studied. Children in low- and middle-income countries may be uniquely vulnerable to loss of schooling after such disasters due to the poor physical condition of schools and the lack of resources to rebuild and mitigate unexpected household shocks. Our analysis assesses this overlooked social cost of tropical cyclones on schooling attainment. We study the education records of nearly 5.1 million people living in 13 low- and middle-income countries that were exposed to tropical cyclones between 1954-2010. We find that exposure to tropical cyclones during preschool age is associated with a 2.7 percentage point decrease in primary school enrollment on average (14.2% decrease), with larger effects from more intense storms (up to 28% decrease for the most intense storms). These effects are more pronounced among school-age girls compared to boys and are greater in areas less accustomed to experiencing tropical cyclones. We estimate that, across all LMICs, tropical cyclone exposure has resulted in more than 410,000 children not attending primary school in the last 20 years, leading to a reduction of more than 4.1 million total years of schooling. These impacts, identified among some of the world's poorest populations, may grow in importance as exposure to severe tropical cyclones is projected to increase with climate change.
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- 2024
24. Pathways into the CTE Teaching Profession: A Descriptive Analysis of Degrees, Licenses, and Race in Maryland. EdWorkingPaper No. 24-975
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Annenberg Institute for School Reform at Brown University, David Blazar, Danett Song, Ramon Goings, Jay Plasman, and Michael Gottfri
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Despite substantial interest in Career and Technical Education (CTE) courses in U.S. high schools--and associated scholarship on this topic--very little is known about characteristics of CTE teachers who are a critical resource for program implementation and expansion. Using eight years of statewide data from Maryland, we document key facts about the CTE teacher workforce and pathways into the profession. First, a sizable share (17%) of CTE teachers enter the profession with a high school diploma or associate's degree, aligned to state policy that allows Professional and Technical Education-certified teachers to substitute years of professional experience for higher degrees. Relatedly, CTE teachers are substantially more likely than non-CTE teachers to enter the profession through an "alternative" path that bypasses traditional undergraduate teacher education (54% versus 30%). Finally, there is a larger share of Black teachers in CTE versus out of CTE (25% versus 16%), leading to greater opportunities for teacher-student race matching. We hypothesize that these patterns are related: decreased barriers to entry into the CTE teaching profession may support more Black individuals to become CTE teachers.
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- 2024
25. What Is a College 'Promise' Program? The Creation and Transformation of a Concept, 2005-2022. EdWorkingPaper No. 24-985
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Annenberg Institute for School Reform at Brown University, David B. Monaghan, Crystal Almanzar, Madison Laughman, and Allyson Ritchey
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Promise programs are discussed as a policy movement that began with the 2005 launch of the Kalamazoo Promise. Since then, programs bearing the Promise label or sharing similar features have spread across the higher educational landscape, appearing in most states and across postsecondary sectors. Simultaneously, scholarly literature discussing these programs has burgeoned. And yet, scholars and others are unable to formulate a clear conception of what a Promise program is and what if anything sets such a program apart from other scholarship programs (e.g., state need-based grants). In this paper, we examine how scholars have discussed these programs over time. We begin with the initial theorization of the Kalamazoo Promise as a case and observe its use as a prototype in the formulation of a general model once "Promise program" was established as a category. We follow how the spread and transformation of "Promise programs" was reflected in repeated partial reconceptualization. We find three competing conceptual models emerging in sequence: 1) a thick, place-based causal model derived as a generalization of the Kalamazoo Promise, 2) a thin empirical model crafted in the aftermath of the launch of the Tennessee Promise, and 3) a partially acknowledged minimal or symbolic model advanced haltingly in response to critiques of last-dollar community college state programs. Scholarly conceptualization is largely reactive to empirical program diffusion and transformation, though scholarly idealization may have played a role in this diffusion itself.
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- 2024
26. Embedded Tutoring in California Community Colleges: Perspectives from the Field on a Promising Practice. EdWorkingPaper No. 24-984
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Annenberg Institute for School Reform at Brown University, Mark Duffy, and Kri Burkander
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Drawing on qualitative data collected in a sample of colleges as part of a larger study on the implementation and impact of Assembly Bill 705 in California, this paper explores the rollout of corequisite reforms, focusing on the use of embedded tutors in introductory math and English courses as a strategy to meet to the needs of students. This paper highlights promising practices identified through extant research and fieldwork at study institutions, provides additional evidence on the value of the reform, discusses challenges, and makes recommendations for the field.
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- 2024
27. How Powerful Are Promises? A Systematic Review of the Causal Mechanisms and Outcomes of 'Free College' Programs in the United States. EdWorkingPaper No. 24-988
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Annenberg Institute for School Reform at Brown University and David B. Monaghan
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"Free college" (sometimes called Promise) programs are common in U.S. higher education. Reviewing 88 studies of 25 state and local programs, I provide a nuanced picture of the mechanisms through which these programs may work and their likely effects on students, communities, and colleges. Some commonly-claimed mechanisms for these effects--e.g., improving secondary school environments or impacting residential decisions--lack empirical support or are implausible for most existing programs. Programs are consistently found to shift college-bound students to colleges where they can use more scholarship dollars, increase enrollment at eligible colleges, and (for generous local programs only) increase community school district enrollment. Less consistently, programs boost college participation and thereby degree attainment, but evidence for direct effects on college performance, persistence or completion net of enrollment is weak. There is insufficient or inconsistent evidence for program effects on secondary school performance and graduation, post-college income and debt, community population or property values, and inequality reduction according to gender, race, or socioeconomic status.
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- 2024
28. Experimental Evidence of the Impact of Re-Enrollment Campaigns on Long-Term Academic Outcomes. EdWorkingPaper No. 24-973
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Annenberg Institute for School Reform at Brown University, Justin C. Ortagus, Hope Allchin, Benjamin Skinner, Melvin Tanner, and Isaac McFarlin
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Most students who begin at a community college do not complete their desired credential. Many former students fail to graduate due to various barriers rather than their academic performance. To encourage previously successful non-completers to re-enroll and eventually graduate, a growing number of community colleges have implemented re-enrollment campaigns focused on former students who have already made substantial progress toward graduation. In this study, we randomly assigned over 27,000 former community college students to a control group, "information-only" treatment group, or "information and one-course waiver" treatment group to examine whether re-enrollment campaigns can improve their likelihood of long-term persistence and credential completion. Although we showed in earlier work that the "information and one-course waiver" treatment had a positive impact on former students' likelihood of re-enrollment, our findings reveal the re-enrollment intervention has no effect on students' likelihood of long-term persistence or credential completion for the pooled sample or any subgroup of interest, including low-income students, racially minoritized students, or adult students. Simply put, this particular re-enrollment intervention including one-time, one-course tuition waivers increased former students' likelihood of re-enrollment but was not an effective lever to increase "long-term" academic outcomes among previously successful community college students who departed early without earning a credential.
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- 2024
29. Teacher Retention and Quality in the Four-Day School Week. EdWorkingPaper No. 24-971
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Annenberg Institute for School Reform at Brown University and Andrew Camp
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The four-day school week is a school calendar that has become increasingly common following the COVID-19 pandemic. Proponents of the calendar often claim that offering teachers a regular 3-day weekend will help schools better retain existing teachers and recruit new teachers to their district without incurring additional costs due to higher salaries or other pecuniary benefits. However, there is scant empirical evidence assessing these claims. I use difference-in-differences and synthetic difference-in-differences models to assess the impact of four-day school week calendars on teacher retention and teacher quality in Arkansas. I find evidence that the calendar may help retain teachers who otherwise would have moved to another school and suggestive evidence that retention in non-adopting schools may be harmed by the four-day school week adoption in nearby districts. Results examining changes in teacher quality are inconclusive. These results have significant implications given the rapid growth in four-day school week calendars in recent years.
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- 2024
30. Teacher Salary Raises and Turnover: Evidence from the First Year of the Arkansas LEARNS Act. EdWorkingPaper No. 24-972
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Annenberg Institute for School Reform at Brown University, University of Arkansas, Department of Education Reform, Arkansas Department of Education, Gema Zamarro, Andrew Camp, Josh McGee, Taylor Wilson, and Miranda Vernon
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Attracting and retaining high-quality teachers is a pressing policy concern. Increasing teacher salaries and creating more attractive compensation packages are often proposed as a potential solution. Signed into law in March 2023, the LEARNS Act increased Arkansas's minimum teacher salary from $36,000 to $50,000, guaranteed all teachers a minimum raise of $2,000, and added flexibility allowing school districts to deviate from seniority-based traditional salary schedules. To study school districts' adjustments to the new legislation, we collected information about districts' teacher compensation policies one year before and the first year of implementation. We also integrated this data with teachers' administrative records to study patterns of teacher retention and mobility. Our results reveal a more equitable distribution of starting teacher salaries across districts, with minimal variation. The LEARNS Act notably increased funding for rural and high-poverty districts, mitigating the negative association between starting salaries and district poverty rates. However, the initial effects on teacher retention and mobility were modest. While some positive trends emerged, such as reduced probabilities of teachers transitioning to non-instructional roles and increased new teacher placement in geographic areas of shortage, broader impacts on retention and mobility were limited in the first year of implementation.
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- 2024
31. The Effect of Student-Tutor Ratios: Experimental Evidence from a Pilot Online Math Tutoring Program. EdWorkingPaper No. 24-976
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Annenberg Institute for School Reform at Brown University, Matthew A. Kraft, and Virginia S. Lovison
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Budget constraints and limited supplies of local tutors have caused many K-12 school districts to pivot from individual tutoring in-person toward small-group tutoring online to expand access to personalized instruction. We conduct a field experiment to explore the effect of increasing student-tutor ratios on middle school students' math achievement and growth during an online tutoring program. We leverage a novel feature of the program where tutors often taught individual and small-group tutoring sessions, allowing them to directly compare their experiences across these settings. Both experimental estimates and tutor survey responses suggest 1:1 tutoring is more effective than 3:1 tutoring online. Tutoring small groups in an online format presents additional challenges for personalizing instruction, developing relationships, fostering participation, and managing student behavior.
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- 2024
32. Do Later School Start Times Improve Adolescents' Sleep and Substance Use? A Quasi-Experimental Study. EdWorkingPaper No. 24-974
- Author
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Annenberg Institute for School Reform at Brown University, Jilli Jung, and Andrew Fenelon
- Abstract
A later school start time policy has been recommended as a solution to adolescents' sleep deprivation. We estimated the impacts of later school start times on adolescents' sleep and substance use by leveraging a quasi-experiment in which school start time was delayed in some regions in South Korea. A later school start time policy was implemented in 2014 and 2015, which delayed school start times approximately 30-90 minutes. We applied difference-in-differences and event-study designs to longitudinal data on a nationally-representative cohort of adolescents from 2010 to 2015, which annually tracked sleep and substance use of 1,133 adolescents from grade 7 through grade 12. The adoption of a later school start time policy was initially associated with a 19-minute increase in sleep duration (95% CI, 5.52 to 32.04), driven by a delayed wake time and consistent bedtime. The policy was also associated with statistically significant reductions in monthly smoking and drinking frequencies. However, approximately a year after implementation, the observed increase in sleep duration shrank to 7-minute (95% CI, -12.60 to 25.86) and became statistically nonsignificant. Similarly, the observed reduction in smoking and drinking was attenuated a year after. Our findings suggest that policies that increase sleep in adolescents may have positive effects on health behaviors, but additional efforts may be required to sustain positive impacts over time. Physicians and education and health policymakers should consider the long-term effects of later school start times on adolescent health and well-being.
- Published
- 2024
33. Noncredit Career and Technical Education Programs in Virginia. Early Findings from the FastForward Study
- Author
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MDRC, Betsy Tessler, Kelsey Brown, and Di Xu
- Abstract
Across the country, as technology continues to advance rapidly, the labor market exhibits a growing need for workers who receive frequent and ongoing skill development. Employers in many fields struggle to find adequately trained workers to meet their needs. Community college noncredit career and technical education (CTE) programs are an important contributor to skill and workforce development and help to close this "skills gap." This brief summarizes early findings from a study of FastForward, which uses a pay-for-performance model to fund noncredit CTE programs at the 23 colleges in the Virginia Community College System. FastForward aims to increase the supply of workers who receive credentials for high-demand occupations in Virginia. The FastForward study is focused on identifying institutional and programmatic factors that may influence learners' academic and labor market outcomes. This brief presents findings on the different approaches used by colleges and programs to deliver training, student and staff experiences in these CTE programs, and students' academic and labor market outcomes.
- Published
- 2024
34. CAMO-S: A meteor-tracking spectrograph at the Canadian Automated Meteor Observatory
- Author
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Mazur, Michael, Campbell-Brown, Margaret, Brown, Peter, Vida, Denis, Gural, Pete, and Yang, Zhangqing
- Subjects
Astrophysics - Earth and Planetary Astrophysics ,Astrophysics - Instrumentation and Methods for Astrophysics ,Physics - Instrumentation and Detectors - Abstract
The Canadian Automated Meteor Observatory (CAMO) mirror tracking system has been in operation since 2009 and has, to date, produced more than 20,000 two-station meteor observations at meter-level spatial and 10 ms temporal resolution. In 2020, a spectral tracking camera was added in parallel at one of the CAMO stations. To date, it has recorded the spectra of hundreds of faint meteors. Engineering testing from 2020-2023 resulted in the selection of a 150 lpmm grating and an EMCCD camera to achieve a spectral resolution of about 1 nm/pixel in the final configuration. The CAMO spectral system can resolve spectra from individual meteoroid fragments, record spectra for meteors of +2 peak magnitude to as faint as +4 in parts of the lightcurve and produce relative abundance estimates for Mg, Fe and Na. Our preliminary results also show identification of the H and K lines of CA(II). Meteors with strong iron lines were found to have unusual fragmentation behaviour, involving gross fragmentation rather than continuously shedding small particles. The spectra of individual fragments can be resolved in some cases, showing that these Fe-rich objects do not differ in composition among fragments. Our calibration procedure and hardware configuration are discussed together with preliminary results., Comment: Accepted (Oct. 22, 2024) for publication in Publications of the Astronomical Society of the Pacific
- Published
- 2024
35. Search for gravitational waves emitted from SN 2023ixf
- Author
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The LIGO Scientific Collaboration, the Virgo Collaboration, the KAGRA Collaboration, Abac, A. G., Abbott, R., Abouelfettouh, I., Acernese, F., Ackley, K., Adhicary, S., Adhikari, N., Adhikari, R. X., Adkins, V. K., Agarwal, D., Agathos, M., Abchouyeh, M. Aghaei, Aguiar, O. D., Aguilar, I., Aiello, L., Ain, A., Akutsu, T., Albanesi, S., Alfaidi, R. A., Al-Jodah, A., Alléné, C., Allocca, A., Al-Shammari, S., Altin, P. A., Alvarez-Lopez, S., Amato, A., Amez-Droz, L., Amorosi, A., Amra, C., Ananyeva, A., Anderson, S. B., Anderson, W. G., Andia, M., Ando, M., Andrade, T., Andres, N., Andrés-Carcasona, M., Andrić, T., Anglin, J., Ansoldi, S., Antelis, J. M., Antier, S., Aoumi, M., Appavuravther, E. Z., Appert, S., Apple, S. K., Arai, K., Araya, A., Araya, M. C., Areeda, J. S., Argianas, L., Aritomi, N., Armato, F., Arnaud, N., Arogeti, M., Aronson, S. M., Ashton, G., Aso, Y., Assiduo, M., Melo, S. Assis de Souza, Aston, S. M., Astone, P., Attadio, F., Aubin, F., AultONeal, K., Avallone, G., Babak, S., Badaracco, F., Badger, C., Bae, S., Bagnasco, S., Bagui, E., Baier, J. G., Baiotti, L., Bajpai, R., Baka, T., Ball, M., Ballardin, G., Ballmer, S. W., Banagiri, S., Banerjee, B., Bankar, D., Baral, P., Barayoga, J. C., Barish, B. C., Barker, D., Barneo, P., Barone, F., Barr, B., Barsotti, L., Barsuglia, M., Barta, D., Bartoletti, A. M., Barton, M. A., Bartos, I., Basak, S., Basalaev, A., Bassiri, R., Basti, A., Bates, D. E., Bawaj, M., Baxi, P., Bayley, J. C., Baylor, A. C., Baynard II, P. A., Bazzan, M., Bedakihale, V. M., Beirnaert, F., Bejger, M., Belardinelli, D., Bell, A. S., Benedetto, V., Benoit, W., Bentley, J. D., Yaala, M. Ben, Bera, S., Berbel, M., Bergamin, F., Berger, B. K., Bernuzzi, S., Beroiz, M., Bersanetti, D., Bertolini, A., Betzwieser, J., Beveridge, D., Bevins, N., Bhandare, R., Bhardwaj, U., Bhatt, R., Bhattacharjee, D., Bhaumik, S., Bhowmick, S., Bianchi, A., Bilenko, I. A., Billingsley, G., Binetti, A., Bini, S., Birnholtz, O., Biscoveanu, S., Bisht, A., Bitossi, M., Bizouard, M. -A., Blackburn, J. K., Blagg, L. A., Blair, C. D., Blair, D. G., Bobba, F., Bode, N., Boileau, G., Boldrini, M., Bolingbroke, G. N., Bolliand, A., Bonavena, L. D., Bondarescu, R., Bondu, F., Bonilla, E., Bonilla, M. S., Bonino, A., Bonnand, R., Booker, P., Borchers, A., Boschi, V., Bose, S., Bossilkov, V., Boudart, V., Boudon, A., Bozzi, A., Bradaschia, C., Brady, P. R., Braglia, M., Branch, A., Branchesi, M., Brandt, J., Braun, I., Breschi, M., Briant, T., Brillet, A., Brinkmann, M., Brockill, P., Brockmueller, E., Brooks, A. F., Brown, B. C., Brown, D. D., Brozzetti, M. L., Brunett, S., Bruno, G., Bruntz, R., Bryant, J., Bucci, F., Buchanan, J., Bulashenko, O., Bulik, T., Bulten, H. J., Buonanno, A., Burtnyk, K., Buscicchio, R., Buskulic, D., Buy, C., Byer, R. L., Davies, G. S. Cabourn, Cabras, G., Cabrita, R., Cáceres-Barbosa, V., Cadonati, L., Cagnoli, G., Cahillane, C., Bustillo, J. Calderón, Callister, T. A., Calloni, E., Camp, J. B., Canepa, M., Santoro, G. Caneva, Cannon, K. C., Cao, H., Capistran, L. A., Capocasa, E., Capote, E., Carapella, G., Carbognani, F., Carlassara, M., Carlin, J. B., Carpinelli, M., Carrillo, G., Carter, J. J., Carullo, G., Diaz, J. Casanueva, Casentini, C., Castro-Lucas, S. Y., Caudill, S., Cavaglià, M., Cavalieri, R., Cella, G., Cerdá-Durán, P., Cesarini, E., Chaibi, W., Chakraborty, P., Subrahmanya, S. Chalathadka, Chan, J. C. L., Chan, M., Chandra, K., Chang, R. -J., Chao, S., Charlton, E. L., Charlton, P., Chassande-Mottin, E., Chatterjee, C., Chatterjee, Debarati, Chatterjee, Deep, Chaturvedi, M., Chaty, S., Chen, A., Chen, A. H. -Y., Chen, D., Chen, H., Chen, H. Y., Chen, J., Chen, K. H., Chen, Y., Chen, Yanbei, Chen, Yitian, Cheng, H. P., Chessa, P., Cheung, H. T., Cheung, S. Y., Chiadini, F., Chiarini, G., Chierici, R., Chincarini, A., Chiofalo, M. L., Chiummo, A., Chou, C., Choudhary, S., Christensen, N., Chua, S. S. Y., Chugh, P., Ciani, G., Ciecielag, P., Cieślar, M., Cifaldi, M., Ciolfi, R., Clara, F., Clark, J. A., Clarke, J., Clarke, T. A., Clearwater, P., Clesse, S., Coccia, E., Codazzo, E., Cohadon, P. -F., Colace, S., Colleoni, M., Collette, C. G., Collins, J., Colloms, S., Colombo, A., Colpi, M., Compton, C. M., Connolly, G., Conti, L., Corbitt, T. R., Cordero-Carrión, I., Corezzi, S., Cornish, N. J., Corsi, A., Cortese, S., Costa, C. A., Cottingham, R., Coughlin, M. W., Couineaux, A., Coulon, J. -P., Countryman, S. T., Coupechoux, J. -F., Couvares, P., Coward, D. M., Cowart, M. J., Coyne, R., Craig, K., Creed, R., Creighton, J. D. E., Creighton, T. D., Cremonese, P., Criswell, A. W., Crockett-Gray, J. C. G., Crook, S., Crouch, R., Csizmazia, J., Cudell, J. R., Cullen, T. J., Cumming, A., Cuoco, E., Cusinato, M., Dabadie, P., Canton, T. Dal, Dall'Osso, S., Pra, S. Dal, Dálya, G., D'Angelo, B., Danilishin, S., D'Antonio, S., Danzmann, K., Darroch, K. E., Dartez, L. P., Dasgupta, A., Datta, S., Dattilo, V., Daumas, A., Davari, N., Dave, I., Davenport, A., Davier, M., Davies, T. F., Davis, D., Davis, L., Davis, M. C., Davis, P. J., Dax, M., De Bolle, J., Deenadayalan, M., Degallaix, J., De Laurentis, M., Deléglise, S., De Lillo, F., Dell'Aquila, D., Del Pozzo, W., De Marco, F., De Matteis, F., D'Emilio, V., Demos, N., Dent, T., Depasse, A., DePergola, N., De Pietri, R., De Rosa, R., De Rossi, C., DeSalvo, R., De Simone, R., Dhani, A., Diab, R., Díaz, M. C., Di Cesare, M., Dideron, G., Didio, N. A., Dietrich, T., Di Fiore, L., Di Fronzo, C., Di Giovanni, M., Di Girolamo, T., Diksha, D., Di Michele, A., Ding, J., Di Pace, S., Di Palma, I., Di Renzo, F., Divyajyoti, Dmitriev, A., Doctor, Z., Dohmen, E., Doleva, P. P., Dominguez, D., D'Onofrio, L., Donovan, F., Dooley, K. L., Dooney, T., Doravari, S., Dorosh, O., Drago, M., Driggers, J. C., Ducoin, J. -G., Dunn, L., Dupletsa, U., D'Urso, D., Duval, H., Duverne, P. -A., Dwyer, S. E., Eassa, C., Ebersold, M., Eckhardt, T., Eddolls, G., Edelman, B., Edo, T. B., Edy, O., Effler, A., Eichholz, J., Einsle, H., Eisenmann, M., Eisenstein, R. A., Ejlli, A., Eleveld, R. M., Emma, M., Endo, K., Engl, A. J., Enloe, E., Errico, L., Essick, R. C., Estellés, H., Estevez, D., Etzel, T., Evans, M., Evstafyeva, T., Ewing, B. E., Ezquiaga, J. M., Fabrizi, F., Faedi, F., Fafone, V., Fairhurst, S., Farah, A. M., Farr, B., Farr, W. M., Favaro, G., Favata, M., Fays, M., Fazio, M., Feicht, J., Fejer, M. M., Felicetti, R., Fenyvesi, E., Ferguson, D. L., Ferraiuolo, S., Ferrante, I., Ferreira, T. A., Fidecaro, F., Figura, P., Fiori, A., Fiori, I., Fishbach, M., Fisher, R. P., Fittipaldi, R., Fiumara, V., Flaminio, R., Fleischer, S. M., Fleming, L. S., Floden, E., Foley, E. M., Fong, H., Font, J. A., Fornal, B., Forsyth, P. W. F., Franceschetti, K., Franchini, N., Frasca, S., Frasconi, F., Mascioli, A. Frattale, Frei, Z., Freise, A., Freitas, O., Frey, R., Frischhertz, W., Fritschel, P., Frolov, V. V., Fronzé, G. G., Fuentes-Garcia, M., Fujii, S., Fujimori, T., Fulda, P., Fyffe, M., Gadre, B., Gair, J. R., Galaudage, S., Galdi, V., Gallagher, H., Gallardo, S., Gallego, B., Gamba, R., Gamboa, A., Ganapathy, D., Ganguly, A., Garaventa, B., García-Bellido, J., Núñez, C. García, García-Quirós, C., Gardner, J. W., Gardner, K. A., Gargiulo, J., Garron, A., Garufi, F., Gasbarra, C., Gateley, B., Gayathri, V., Gemme, G., Gennai, A., Gennari, V., George, J., George, R., Gerberding, O., Gergely, L., Ghosh, Archisman, Ghosh, Sayantan, Ghosh, Shaon, Ghosh, Shrobana, Ghosh, Suprovo, Ghosh, Tathagata, Giacoppo, L., Giaime, J. A., Giardina, K. D., Gibson, D. R., Gibson, D. T., Gier, C., Giri, P., Gissi, F., Gkaitatzis, S., Glanzer, J., Glotin, F., Godfrey, J., Godwin, P., Goebbels, N. L., Goetz, E., Golomb, J., Lopez, S. Gomez, Goncharov, B., Gong, Y., González, G., Goodarzi, P., Goode, S., Goodwin-Jones, A. W., Gosselin, M., Göttel, A. S., Gouaty, R., Gould, D. W., Govorkova, K., Goyal, S., Grace, B., Grado, A., Graham, V., Granados, A. E., Granata, M., Granata, V., Gras, S., Grassia, P., Gray, A., Gray, C., Gray, R., Greco, G., Green, A. C., Green, S. M., Green, S. R., Gretarsson, A. M., Gretarsson, E. M., Griffith, D., Griffiths, W. L., Griggs, H. L., Grignani, G., Grimaldi, A., Grimaud, C., Grote, H., Guerra, D., Guetta, D., Guidi, G. M., Guimaraes, A. R., Gulati, H. K., Gulminelli, F., Gunny, A. M., Guo, H., Guo, W., Guo, Y., Gupta, Anchal, Gupta, Anuradha, Gupta, Ish, Gupta, N. C., Gupta, P., Gupta, S. K., Gupta, T., Gupte, N., Gurs, J., Gutierrez, N., Guzman, F., H, H. -Y., Haba, D., Haberland, M., Haino, S., Hall, E. D., Hamilton, E. Z., Hammond, G., Han, W. -B., Haney, M., Hanks, J., Hanna, C., Hannam, M. D., Hannuksela, O. A., Hanselman, A. G., Hansen, H., Hanson, J., Harada, R., Hardison, A. R., Haris, K., Harmark, T., Harms, J., Harry, G. M., Harry, I. W., Hart, J., Haskell, B., Haster, C. -J., Hathaway, J. S., Haughian, K., Hayakawa, H., Hayama, K., Hayes, R., Heffernan, A., Heidmann, A., Heintze, M. C., Heinze, J., Heinzel, J., Heitmann, H., Hellman, F., Hello, P., Helmling-Cornell, A. F., Hemming, G., Henderson-Sapir, O., Hendry, M., Heng, I. S., Hennes, E., Henshaw, C., Hertog, T., Heurs, M., Hewitt, A. L., Heyns, J., Higginbotham, S., Hild, S., Hill, S., Himemoto, Y., Hirata, N., Hirose, C., Hoang, S., Hochheim, S., Hofman, D., Holland, N. A., Holley-Bockelmann, K., Holmes, Z. J., Holz, D. E., Honet, L., Hong, C., Hornung, J., Hoshino, S., Hough, J., Hourihane, S., Howell, E. J., Hoy, C. G., Hrishikesh, C. A., Hsieh, H. -F., Hsiung, C., Hsu, H. C., Hsu, W. -F., Hu, P., Hu, Q., Huang, H. Y., Huang, Y. -J., Huddart, A. D., Hughey, B., Hui, D. C. Y., Hui, V., Husa, S., Huxford, R., Huynh-Dinh, T., Iampieri, L., Iandolo, G. A., Ianni, M., Iess, A., Imafuku, H., Inayoshi, K., Inoue, Y., Iorio, G., Iqbal, M. H., Irwin, J., Ishikawa, R., Isi, M., Ismail, M. A., Itoh, Y., Iwanaga, H., Iwaya, M., Iyer, B. R., JaberianHamedan, V., Jacquet, C., Jacquet, P. -E., Jadhav, S. J., Jadhav, S. P., Jain, T., James, A. L., James, P. A., Jamshidi, R., Janquart, J., Janssens, K., Janthalur, N. N., Jaraba, S., Jaranowski, P., Jaume, R., Javed, W., Jennings, A., Jia, W., Jiang, J., Kubisz, J., Johanson, C., Johns, G. R., Johnson, N. A., Johnston, M. C., Johnston, R., Johny, N., Jones, D. H., Jones, D. I., Jones, R., Jose, S., Joshi, P., Ju, L., Jung, K., Junker, J., Juste, V., Kajita, T., Kaku, I., Kalaghatgi, C., Kalogera, V., Kamiizumi, M., Kanda, N., Kandhasamy, S., Kang, G., Kanner, J. B., Kapadia, S. J., Kapasi, D. P., Karat, S., Karathanasis, C., Kashyap, R., Kasprzack, M., Kastaun, W., Kato, T., Katsavounidis, E., Katzman, W., Kaushik, R., Kawabe, K., Kawamoto, R., Kazemi, A., Keitel, D., Kelley-Derzon, J., Kennington, J., Kesharwani, R., Key, J. S., Khadela, R., Khadka, S., Khalili, F. Y., Khan, F., Khan, I., Khanam, T., Khursheed, M., Khusid, N. M., Kiendrebeogo, W., Kijbunchoo, N., Kim, C., Kim, J. C., Kim, K., Kim, M. H., Kim, S., Kim, Y. -M., Kimball, C., Kinley-Hanlon, M., Kinnear, M., Kissel, J. S., Klimenko, S., Knee, A. M., Knust, N., Kobayashi, K., Obergaulinger, M., Koch, P., Koehlenbeck, S. M., Koekoek, G., Kohri, K., Kokeyama, K., Koley, S., Kolitsidou, P., Kolstein, M., Komori, K., Kong, A. K. H., Kontos, A., Korobko, M., Kossak, R. V., Kou, X., Koushik, A., Kouvatsos, N., Kovalam, M., Kozak, D. B., Kranzhoff, S. L., Kringel, V., Krishnendu, N. V., Królak, A., Kruska, K., Kuehn, G., Kuijer, P., Kulkarni, S., Ramamohan, A. Kulur, Kumar, A., Kumar, Praveen, Kumar, Prayush, Kumar, Rahul, Kumar, Rakesh, Kume, J., Kuns, K., Kuntimaddi, N., Kuroyanagi, S., Kurth, N. J., Kuwahara, S., Kwak, K., Kwan, K., Kwok, J., Lacaille, G., Lagabbe, P., Laghi, D., Lai, S., Laity, A. H., Lakkis, M. H., Lalande, E., Lalleman, M., Lalremruati, P. C., Landry, M., Lane, B. B., Lang, R. N., Lange, J., Lantz, B., La Rana, A., La Rosa, I., Lartaux-Vollard, A., Lasky, P. D., Lawrence, J., Lawrence, M. N., Laxen, M., Lazzarini, A., Lazzaro, C., Leaci, P., Lecoeuche, Y. K., Lee, H. M., Lee, H. W., Lee, K., Lee, R. -K., Lee, R., Lee, S., Lee, Y., Legred, I. N., Lehmann, J., Lehner, L., Jean, M. Le, Lemaître, A., Lenti, M., Leonardi, M., Lequime, M., Leroy, N., Lesovsky, M., Letendre, N., Lethuillier, M., Levin, S. E., Levin, Y., Leyde, K., Li, A. K. Y., Li, K. L., Li, T. G. F., Li, X., Li, Z., Lihos, A., Lin, C-Y., Lin, C. -Y., Lin, E. T., Lin, F., Lin, H., Lin, L. C. -C., Lin, Y. -C., Linde, F., Linker, S. D., Littenberg, T. B., Liu, A., Liu, G. C., Liu, Jian, Villarreal, F. Llamas, Llobera-Querol, J., Lo, R. K. L., Locquet, J. -P., London, L. T., Longo, A., Lopez, D., Portilla, M. Lopez, Lorenzini, M., Lorenzo-Medina, A., Loriette, V., Lormand, M., Losurdo, G., Lott IV, T. P., Lough, J. D., Loughlin, H. A., Lousto, C. O., Lowry, M. J., Lu, N., Lück, H., Lumaca, D., Lundgren, A. P., Lussier, A. W., Ma, L. -T., Ma, S., Ma'arif, M., Macas, R., Macedo, A., MacInnis, M., Maciy, R. R., Macleod, D. M., MacMillan, I. A. O., Macquet, A., Macri, D., Maeda, K., Maenaut, S., Hernandez, I. Magaña, Magare, S. S., Magazzù, C., Magee, R. M., Maggio, E., Maggiore, R., Magnozzi, M., Mahesh, M., Mahesh, S., Maini, M., Majhi, S., Majorana, E., Makarem, C. N., Makelele, E., Malaquias-Reis, J. A., Mali, U., Maliakal, S., Malik, A., Man, N., Mandic, V., Mangano, V., Mannix, B., Mansell, G. L., Mansingh, G., Manske, M., Mantovani, M., Mapelli, M., Marchesoni, F., Pina, D. Marín, Marion, F., Márka, S., Márka, Z., Markosyan, A. 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- Subjects
Astrophysics - High Energy Astrophysical Phenomena - Abstract
We present the results of a search for gravitational-wave transients associated with core-collapse supernova SN 2023ixf, which was observed in the galaxy Messier 101 via optical emission on 2023 May 19th, during the LIGO-Virgo-KAGRA 15th Engineering Run. We define a five-day on-source window during which an accompanying gravitational-wave signal may have occurred. No gravitational waves have been identified in data when at least two gravitational-wave observatories were operating, which covered $\sim 14\%$ of this five-day window. We report the search detection efficiency for various possible gravitational-wave emission models. Considering the distance to M101 (6.7 Mpc), we derive constraints on the gravitational-wave emission mechanism of core-collapse supernovae across a broad frequency spectrum, ranging from 50 Hz to 2 kHz where we assume the GW emission occurred when coincident data are available in the on-source window. Considering an ellipsoid model for a rotating proto-neutron star, our search is sensitive to gravitational-wave energy $1 \times 10^{-5} M_{\odot} c^2$ and luminosity $4 \times 10^{-5} M_{\odot} c^2/\text{s}$ for a source emitting at 50 Hz. These constraints are around an order of magnitude more stringent than those obtained so far with gravitational-wave data. The constraint on the ellipticity of the proto-neutron star that is formed is as low as $1.04$, at frequencies above $1200$ Hz, surpassing results from SN 2019ejj., Comment: Main paper: 6 pages, 4 figures and 1 table. Total with appendices: 20 pages, 4 figures, and 1 table
- Published
- 2024
36. A search using GEO600 for gravitational waves coincident with fast radio bursts from SGR 1935+2154
- Author
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The LIGO Scientific Collaboration, the Virgo Collaboration, the KAGRA Collaboration, Abac, A. G., Abbott, R., Abouelfettouh, I., Acernese, F., Ackley, K., Adhicary, S., Adhikari, N., Adhikari, R. X., Adkins, V. K., Agarwal, D., Agathos, M., Abchouyeh, M. Aghaei, Aguiar, O. D., Aguilar, I., Aiello, L., Ain, A., Ajith, P., Akutsu, T., Albanesi, S., Alfaidi, R. A., Al-Jodah, A., Alléné, C., Allocca, A., Al-Shammari, S., Altin, P. A., Alvarez-Lopez, S., Amato, A., Amez-Droz, L., Amorosi, A., Amra, C., Ananyeva, A., Anderson, S. B., Anderson, W. G., Andia, M., Ando, M., Andrade, T., Andres, N., Andrés-Carcasona, M., Andrić, T., Anglin, J., Ansoldi, S., Antelis, J. M., Antier, S., Aoumi, M., Appavuravther, E. Z., Appert, S., Apple, S. K., Arai, K., Araya, A., Araya, M. C., Areeda, J. S., Argianas, L., Aritomi, N., Armato, F., Arnaud, N., Arogeti, M., Aronson, S. M., Ashton, G., Aso, Y., Assiduo, M., Melo, S. Assis de Souza, Aston, S. M., Astone, P., Attadio, F., Aubin, F., AultONeal, K., Avallone, G., Azrad, D., Babak, S., Badaracco, F., Badger, C., Bae, S., Bagnasco, S., Bagui, E., Baier, J. G., Baiotti, L., Bajpai, R., Baka, T., Ball, M., Ballardin, G., Ballmer, S. W., Banagiri, S., Banerjee, B., Bankar, D., Baral, P., Barayoga, J. C., Barish, B. C., Barker, D., Barneo, P., Barone, F., Barr, B., Barsotti, L., Barsuglia, M., Barta, D., Bartoletti, A. M., Barton, M. A., Bartos, I., Basak, S., Basalaev, A., Bassiri, R., Basti, A., Bates, D. E., Bawaj, M., Baxi, P., Bayley, J. C., Baylor, A. C., Baynard II, P. A., Bazzan, M., Bedakihale, V. M., Beirnaert, F., Bejger, M., Belardinelli, D., Bell, A. S., Benedetto, V., Benoit, W., Bentley, J. D., Yaala, M. Ben, Bera, S., Berbel, M., Bergamin, F., Berger, B. K., Bernuzzi, S., Beroiz, M., Bersanetti, D., Bertolini, A., Betzwieser, J., Beveridge, D., Bevins, N., Bhandare, R., Bhardwaj, U., Bhatt, R., Bhattacharjee, D., Bhaumik, S., Bhowmick, S., Bianchi, A., Bilenko, I. 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P., Uehara, T., Uematsu, M., Ueno, K., Ueno, S., Undheim, V., Ushiba, T., Vacatello, M., Vahlbruch, H., Vaidya, N., Vajente, G., Vajpeyi, A., Valdes, G., Valencia, J., Valentini, M., Vallejo-Peña, S. A., Vallero, S., Valsan, V., van Bakel, N., van Beuzekom, M., van Dael, M., Brand, J. F. J. van den, Broeck, C. Van Den, Vander-Hyde, D. C., van der Sluys, M., Van de Walle, A., van Dongen, J., Vandra, K., van Haevermaet, H., van Heijningen, J. V., Van Hove, P., VanKeuren, M., Vanosky, J., van Putten, M. H. P. M., van Ranst, Z., van Remortel, N., Vardaro, M., Vargas, A. F., Varghese, J. J., Varma, V., Vasúth, M., Vecchio, A., Vedovato, G., Veitch, J., Veitch, P. J., Venikoudis, S., Venneberg, J., Verdier, P., Verkindt, D., Verma, B., Verma, P., Verma, Y., Vermeulen, S. M., Vetrano, F., Veutro, A., Vibhute, A. M., Viceré, A., Vidyant, S., Viets, A. D., Vijaykumar, A., Vilkha, A., Villa-Ortega, V., Vincent, E. T., Vinet, J. -Y., Viret, S., Virtuoso, A., Vitale, S., Vives, A., Vocca, H., Voigt, D., von Reis, E. R. G., von Wrangel, J. S. A., Vyatchanin, S. P., Wade, L. E., Wade, M., Wagner, K. J., Wajid, A., Walker, M., Wallace, G. S., Wallace, L., Wang, H., Wang, J. Z., Wang, W. H., Wang, Z., Waratkar, G., Warner, J., Was, M., Washimi, T., Washington, N. Y., Watarai, D., Wayt, K. E., Weaver, B. R., Weaver, B., Weaving, C. R., Webster, S. A., Weinert, M., Weinstein, A. J., Weiss, R., Wellmann, F., Wen, L., Weßels, P., Wette, K., Whelan, J. T., Whiting, B. F., Whittle, C., Wildberger, J. B., Wilk, O. S., Wilken, D., Wilkin, A. T., Willadsen, D. J., Willetts, K., Williams, D., Williams, M. J., Williams, N. S., Willis, J. L., Willke, B., Wils, M., Winterflood, J., Wipf, C. C., Woan, G., Woehler, J., Wofford, J. K., Wolfe, N. E., Wong, H. T., Wong, H. W. Y., Wong, I. C. F., Wright, J. L., Wright, M., Wu, C., Wu, D. S., Wu, H., Wuchner, E., Wysocki, D. M., Xu, V. A., Xu, Y., Yadav, N., Yamamoto, H., Yamamoto, K., Yamamoto, T. S., Yamamoto, T., Yamamura, S., Yamazaki, R., Yan, S., Yan, T., Yang, F. W., Yang, F., Yang, K. Z., Yang, Y., Yarbrough, Z., Yasui, H., Yeh, S. -W., Yelikar, A. B., Yin, X., Yokoyama, J., Yokozawa, T., Yoo, J., Yu, H., Yuan, S., Yuzurihara, H., Zadrożny, A., Zanolin, M., Zeeshan, M., Zelenova, T., Zendri, J. -P., Zeoli, M., Zerrad, M., Zevin, M., Zhang, A. C., Zhang, L., Zhang, R., Zhang, T., Zhang, Y., Zhao, C., Zhao, Yue, Zhao, Yuhang, Zheng, Y., Zhong, H., Zhou, R., Zhu, X. -J., Zhu, Z. -H., Zucker, M. E., and Zweizig, J.
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Astrophysics - High Energy Astrophysical Phenomena - Abstract
The magnetar SGR 1935+2154 is the only known Galactic source of fast radio bursts (FRBs). FRBs from SGR 1935+2154 were first detected by CHIME/FRB and STARE2 in 2020 April, after the conclusion of the LIGO, Virgo, and KAGRA Collaborations' O3 observing run. Here we analyze four periods of gravitational wave (GW) data from the GEO600 detector coincident with four periods of FRB activity detected by CHIME/FRB, as well as X-ray glitches and X-ray bursts detected by NICER and NuSTAR close to the time of one of the FRBs. We do not detect any significant GW emission from any of the events. Instead, using a short-duration GW search (for bursts $\leq$ 1 s) we derive 50\% (90\%) upper limits of $10^{48}$ ($10^{49}$) erg for GWs at 300 Hz and $10^{49}$ ($10^{50}$) erg at 2 kHz, and constrain the GW-to-radio energy ratio to $\leq 10^{14} - 10^{16}$. We also derive upper limits from a long-duration search for bursts with durations between 1 and 10 s. These represent the strictest upper limits on concurrent GW emission from FRBs., Comment: 15 pages of text including references, 4 figures, 5 tables
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- 2024
37. Motivations for Early High-Profile FRIB Experiments
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Brown, B. Alex, Gade, Alexandra, Stroberg, S. Ragnar, Escher, Jutta, Fossez, Kevin, Giuliani, Pablo, Hoffman, Calem R., Nazarewicz, Witold, Seng, Chien-Yeah, Sorensen, Agnieszka, Vassh, Nicole, Bazin, Daniel, Brown, Kyle W., Capri, Mark A., Crawford, Heather, Danielewic, Pawel, Drischler, Christian, Ruiz, Ronald F. Garcia, Godbey, Kyle, Grzywacz, Robert, Holt, Jeremy W., Iwasaki, Hiro, Lee, Dean, Lenzi, Silvia M., Liddick, Sean, Lubna, Rebeka, Macchiavelli, Augusto O., Pinedo, Gabriel Martinez, McCoy, Anna, Mercenne, Alexis, Minamisono, Kei, Monteagudo, Belen, Navratil, Petr, Ringle, Ryan, Sargsyan, Grigor, Schatz, Hendrik, Spieker, Mark-Christoph, Volya, Alexander, Zegers, Remco G. T., Zelevinsky, Vladimir, and Zhang, Xilin
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Nuclear Theory - Abstract
This white paper is the result of a collaboration by those that attended a workshop at the Facility for Rare Isotope Beams (FRIB), organized by the FRIB Theory Alliance (FRIB-TA), on Theoretical Justifications and Motivations for Early High-Profile FRIB Experiments. It covers a wide range of topics related to the science that will be explored at FRIB. After a brief introduction, the sections address: (II) Overview of theoretical methods, (III) Experimental capabilities, (IV) Structure, (V) Near-threshold Physics, (VI) Reaction mechanisms, (VII) Nuclear equations of state, (VIII) Nuclear astrophysics, (IX) Fundamental symmetries, and (X) Experimental design and uncertainty quantification., Comment: 227 pages, 24 figures
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- 2024
38. dZiner: Rational Inverse Design of Materials with AI Agents
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Ansari, Mehrad, Watchorn, Jeffrey, Brown, Carla E., and Brown, Joseph S.
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Physics - Chemical Physics - Abstract
Recent breakthroughs in machine learning and artificial intelligence, fueled by scientific data, are revolutionizing the discovery of new materials. Despite the wealth of existing scientific literature, the availability of both structured experimental data and chemical domain knowledge that can be easily integrated into data-driven workflows is limited. The motivation to integrate this information, as well as additional context from first-principle calculations and physics-informed deep learning surrogate models, is to enable efficient exploration of the relevant chemical space and to predict structure-property relationships of new materials a priori. Ultimately, such a framework could replicate the expertise of human subject-matter experts. In this work, we present dZiner, a chemist AI agent, powered by large language models (LLMs), that discovers new compounds with desired properties via inverse design (property-to-structure). In specific, the agent leverages domain-specific insights from foundational scientific literature to propose new materials with enhanced chemical properties, iteratively evaluating them using relevant surrogate models in a rational design process, while accounting for design constraints. The model supports both closed-loop and human-in-the-loop feedback cycles, enabling human-AI collaboration in molecular design with real-time property inference, and uncertainty and chemical feasibility assessment. We demonstrate the flexibility of this agent by applying it to various materials target properties, including surfactants, ligand and drug candidates, and metal-organic frameworks. Our approach holds promise to both accelerate the discovery of new materials and enable the targeted design of materials with desired functionalities. The methodology is available as an open-source software on https://github.com/mehradans92/dZiner.
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- 2024
39. Strengthening School Connectedness to Increase Student Success. Overview Brief #29: Student Mental Health and Well-Being
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Annenberg Institute for School Reform at Brown University, Results for America, American Institutes for Research (AIR), Johns Hopkins University, Everyone Graduates Center, EdResearch for Action, Robert Balfanz, Angela Jerabek, Krystal Payne, and Jenny Scala
- Abstract
The EdResearch for Action "Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. This overview brief discusses the central question: What is the evidence on strategies to build a sense of school connectedness and engagement among all students? Key insights are arranged in the following sections: (1) breaking down the issue; (2) evidence-based practices; and (3) practices to avoid. [The BARR Center and Network for College Success are additional collaborators for this report.]
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- 2024
40. The Long Shadow of School Closures: Impacts on Students' Educational and Labor Market Outcomes. EdWorkingPaper No. 24-963
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Annenberg Institute for School Reform at Brown University and Jeonghyeok Kim
- Abstract
Each year, over a thousand public schools in the US close due to declining enrollments and chronic low performance, displacing hundreds of thousands of students. Using Texas administrative data and empirical strategies that use within-student across-time and within-school across-cohort variation, I explore the impact of school closures on students' educational and labor market outcomes. The findings indicate that experiencing school closures results in disruptions in both test scores and behavior. While the drop in test scores is recovered within three years, behavioral issues persist. This study further finds decreases in post-secondary education attainment, employment, and earnings at ages 25-27. These impacts are particularly pronounced among students in secondary education, Hispanic students, and those from originally low-performing schools and economically disadvantaged families.
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- 2024
41. Employee Evaluation and Skill Investments: Evidence from Public School Teachers. EdWorkingPaper No. 22-686
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Annenberg Institute for School Reform at Brown University and Eric S. Taylor
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When employees expect evaluation and performance incentives will continue (or begin) in the future, the potential future rewards create an incentive to invest in relevant skills today. Because skills benefit job performance, the effects of evaluation can persist after the rewards end or even anticipate the start of rewards. I provide empirical evidence of these dynamics from a quasi-experiment in Tennessee schools. New performance measures improve teachers' value-added contributions to student achievement. But improvements are twice as large when the teacher also expects future rewards linked to future scores. Value-added remains at the now higher level after performance incentives end.
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- 2024
42. The Reform Logics of Teaching: How Institutionalized Conceptions of Teaching Shape Teacher Professional Identity. EdWorkingPaper No. 24-961
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Annenberg Institute for School Reform at Brown University and Maya Kaul
- Abstract
Teachers' professional identities are the foundation of their practice. Previous scholarship has largely overlooked the extent to which the broader reform culture shapes teachers' professional identities. In this study, I draw on survey data from 950 teachers across four US states (California, New York, Florida, and Texas) to examine the extent to which teachers' professional identities are associated with what I term "institutionalized conceptions" of their roles. Across diverse state policy contexts, I find that teachers draw upon a shared set of institutionalized conceptions of their roles, which are associated with their professional identities. The findings suggest that the taken-for-granted ways society frames teaching may be associated with dimensions of teachers' professional identity, such as self-efficacy and professional commitment.
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- 2024
43. Noncredit Workforce Training, Industry Credentials, and Labor Market Outcomes. EdWorkingPaper No. 24-959
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Annenberg Institute for School Reform at Brown University, Di Xu, Kelli A. Bird, Michael Cooper, and Benjamin L. Castleman
- Abstract
Many public workforce training programs lead to industry-recognized, third-party awarded credentials, but little research has been conducted on the economic benefits of these credentials in the labor market. This paper provides quasi-experimental evidence on the labor market returns to industry-recognized credentials connected to community college workforce noncredit training programs. Based on novel data that includes approximately 24,000 working-age adults enrolled in noncredit workforce training programs at the Virginia Community College System, we employ a comparative individual-level fixed effects model to estimate earnings premia net of fixed attributes and earnings time-trends. Our results indicate that earning an industry-recognized credential, on average, increases quarterly earnings by approximately $1,000 and the probability of being employed by 2.4 percentage points, although there is substantial heterogeneity in economic return across different program fields. Back-of-the-envelope calculations suggest that the earnings gains associated with the industry credential obtained through the noncredit workforce training would exceed program costs in just over half a year on average.
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- 2024
44. Ending Early Grade Suspensions. EdWorkingPaper No. 24-950
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Annenberg Institute for School Reform at Brown University, Ezra Karger, and Sarah Komisarow
- Abstract
We investigate the beginning of the school discipline pipeline using a reform in Charlotte-Mecklenburg Schools that limited the use of out-of-school suspension for students in grades K-2. We find that the reform reduced the likelihood of out-of-school suspension by 1.4 percentage points (56%) and had precise null effects on test scores and disciplinary infractions. This leads us to reject a key argument in favor of early-grade suspensions: namely, that early-grade suspensions improve classroom-level outcomes. For high-risk students, we find short-run increases in test scores that persist into third grade. The reform reduced the Black-white out-of-school suspension gap by 79%. [Author Sarah Komisarow received funding from the Duke University Office of the Provost for this work.]
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- 2024
45. Empowering Educational Leaders: On-Track Indicators for College Enrollment. EdWorkingPaper No. 24-960
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Annenberg Institute for School Reform at Brown University, Brian Holzman, and Horace Duffy
- Abstract
As states incorporate measures of college readiness into their accountability systems, school and district leaders need effective strategies to identify and support students at risk of not enrolling in college. Although there is an abundant literature on early warning indicators for high school dropout, fewer studies focus on indicators for college enrollment, especially those that are simple to calculate and easy for practitioners to use. This study explores three potential indicators of college readiness that educational leaders may consider using as part of an early warning system for college enrollment. Using district administrative data, our analysis shows that an indicator based on attendance, grades, and advanced course-taking is slightly more effective at predicting college enrollment than indicators based on course failures or standardized test scores. However, the performance of these indicators varies across different student demographic and socioeconomic subgroups, highlighting the limitations of these measures and pointing to areas where they may need to be supplemented with contextual information. Through event history analysis, we demonstrate that the ninth grade is a particularly challenging year for students, especially those who are male, Black, Hispanic, or economically disadvantaged. These results suggest that educational leaders ought to consider identifying and targeting students at risk of not attending college with additional resources and support during the freshman year of high school.
- Published
- 2024
46. The Effects of Virtual Tutoring on Young Readers: Results from a Randomized Controlled Trial. EdWorkingPaper No. 24-955
- Author
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Annenberg Institute for School Reform at Brown University, Carly D. Robinson, Cynthia Pollard, Sarah Novicoff, Sara White, and Susanna Loeb
- Abstract
In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned to 1:1 tutoring, 2:1 tutoring, or a control group. Assignment to any virtual tutoring increased early literacy skills by 0.05-0.08 SD with the largest effects for 1:1 tutoring (0.07-0.12 SD). Students initially scoring well below benchmark and first graders experienced the largest gains from 1:1 tutoring (0.15 and 0.20 SD, respectively). Effects are smaller than typically seen from in-person early literacy tutoring programs but still positive and statistically significant, suggesting promise particularly in communities with in-person staffing challenges. [On Your Mark and Uplift Education were partners in this research and additional support was provided by the National Student Support Accelerator Team.]
- Published
- 2024
47. The Teacher Labor Market in Context: What We Can Learn from Nurses. EdWorkingPaper No. 24-969
- Author
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Annenberg Institute for School Reform at Brown University, Shirin A. Hashim, and Mary E. Laski
- Abstract
Researchers have posited various theories to explain supposed declines in teaching quality: the expansion of labor market opportunities for women, low relative wages, compressed compensation structures, and substituting quantity for quality. We synthesize these previous theories and expand on the current literature by incorporating a useful comparison group: the nursing workforce. We document historical trends in skill level, average and relative wages, wage dispersion, unionization rates, and quantity, and find important divergences in the teaching and nursing professions that cannot be explained by previous theories. We posit two new theories that align with our documented trends: technological innovation and occupational differentiation in nursing. We argue that trends in the nursing profession indicate that declines in teaching quality were (and are) not inevitable.
- Published
- 2024
48. Staffing Interventions to Support Students Experiencing Homelessness: Evidence from New York City. EdWorkingPaper No. 24-970
- Author
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Annenberg Institute for School Reform at Brown University, Kaitlyn G. O’Hagan, and Zitsi Mirakhur
- Abstract
There is limited empirical evidence about educational interventions for students experiencing homelessness, who experience distinct disadvantages compared to their low-income peers. We explore how two school staffing interventions in New York City shaped the attendance outcomes of students experiencing homelessness using administrative records from 2013-2022 and a difference-in-differences design. We find suggestive evidence that one intervention, which placed social workers in schools, increased the average attendance rates of students in shelter by 1-3 percentage points after 3-5 years. We discuss implications for the importance of non-instructional school staff and strategies to serve homeless students.
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- 2024
49. Answering the Call: How Changes to the Salience of Job Characteristics Affects College Students' Decisions. EdWorkingPaper No. 24-956
- Author
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Annenberg Institute for School Reform at Brown University, Carly D. Robinson, Katharine Meyer, Chasity Bailey-Fakhoury, Amirpasha Zandieh, and Susanna Loeb
- Abstract
College students make job decisions without complete information. As a result, they may rely on misleading heuristics ("interesting jobs pay badly") and pursue options misaligned with their goals. We test whether highlighting job characteristics changes decision making. We find increasing the salience of a job's monetary benefits increases the likelihood college students apply by 196%. In contrast, emphasizing prosocial, career, or social benefits has no effect, despite students identifying these benefits as primary motivators for applying. The study highlights the detrimental incongruencies in students' decision making alongside a simple strategy for recruiting college students to jobs that offer enriching experiences.
- Published
- 2024
50. The Challenges of Scaling up Effective Child-Rearing Practices Using Technology in Developing Settings: Experimental Evidence from India. EdWorkingPaper No. 24-964
- Author
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Annenberg Institute for School Reform at Brown University, Irma Arteaga, Andreas de Barros, and Alejandro J. Ganimian
- Abstract
Home-visitation programs have improved child development in low- and middle-income countries, but they are costly to scale due to their reliance on trained workers. We evaluated an inexpensive and low-tech alternative with 2,433 caregivers of children aged 6 to 30 months served by 250 public childcare centers in Uttarakhand, India: automated phone calls offering parenting advice. The intervention was implemented largely as intended, with more than two-thirds of caregivers completing at least 10 calls. Yet, counter to expectations, it had negative but statistically insignificant effects on caregivers' knowledge and interactions with their children, reduced their self-efficacy (by 0.11 standard deviations), and increased their anxiety (by 0.10 standard deviations). Consistent with this pattern, it had precisely estimated null effects on children's development and language. An analysis of program materials suggests four reasons why the program may not have had the desired effects. [Funding for this paper came from The Agency Fund and the Institute for Human Development and Social Change at New York University.]
- Published
- 2024
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