Search

Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the community-wide effects of two statewide initiatives in North Carolina on gender differences in academic outcomes in Grades 3 to 5, using administrative student data and information on variation in program availability across counties and over time. We find that although investments in early care and education programs produce significant gains in math and reading skills on average for all children, boys experience larger program-related gains than girls. Moreover, the greatest gains among boys emerge for those from less advantaged families. In contrast, the large and statistically significant reductions in special education placements induced by these early childhood program do not differ consistently by gender.

This study examines the community-wide effects of investments in two early childhood initiatives in North Carolina (Smart Start and More at Four) on the likelihood of a student being placed into special education. We take advantage of variation across North Carolina counties and years in the timing of the introduction and funding levels of the two programs to identify their effects on third-grade outcomes. We find that both programs significantly reduce the likelihood of special education placement in the third grade, resulting in considerable cost savings to the state. The effects of the two programs differ across categories of disability, but do not vary significantly across subgroups of children identified by race, ethnicity, and maternal education levels.

This study examines the community-wide effects of two statewide early childhood policy initiatives in North Carolina. One initiative provides funding to improve the quality of child care services at the county level for all children between the ages of 0 to 5, and the other provides funding for preschool slots for disadvantaged four-year-olds. Differences across counties in the timing of the rollout and in the magnitude of the state financial investments per child provide the variation in programs needed to estimate their effects on schooling outcomes in third grade. We find robust positive effects of each program on third-grade test scores in both reading and math. These effects can best be explained by a combination of direct benefits for participants and spillover benefits for others. Our preferred models suggest that the combined average effects on test scores of investments in both programs at 2009 funding levels are equivalent to two to four months of instruction in grade 3.

Community colleges are complex organizations and assessing their performance, though important, is difficult. Compared to 4-year colleges and universities, community colleges serve a more diverse population and provide a wider variety of educational programs that include continuing education and technical training for adults, and diplomas, associates degrees, and transfer credits for recent high school graduates. Focusing solely on the latter programs of North Carolina's community colleges, we measure the success of each college along two dimensions: attainment of an applied diploma or degree; or completion of the coursework required to transfer to a 4-year college or university. We address three questions. First, how much variation is there across the institutions in these measures of student success? Second, how do these measures of success differ across institutions after we adjust for the characteristics of the enrolled students? Third, how do our measures compare to the measures of success used by the North Carolina Community College System? Although we find variation along both dimensions of success, we also find that part of this variation is attributable to differences in the kinds of students who attend various colleges. Once we correct for such differences, we find that it is not possible to distinguish most of the system's colleges from one another along either dimension. Top-performing institutions, however, can be distinguished from the most poorly performing ones. Finally, our adjusted rates of success show little correlation either to measurable aspects of the various colleges or to the metrics used by the state.

This study addresses the questions that arise when collecting, describing, and analyzing information from multiple informants regarding attributes of individual students. Using data from the Fast Track study, we evaluate alternative measurement strategies for using multiple teacher ratings of student adjustment to middle school among a sample of 326 Grade-6 pupils. One goal of the study was to compare the advantages of three measurement strategies using multiple and single informants in terms of their correlation with contemporaneous measures of behavior and academic achievement. Comparisons of residual variance using an aggregated rating, the rating from an "optimal informant," and a score selected at random from the response set, indicate that aggregation provides the highest criterion-related validity. As part of these analyses, we explore the significance of inter-rater concordance, measured in terms of the intraclass correlation coefficient (ICC). Results indicate that for some aggregated scores, reliability can significantly limit their interpretability. The second main goal of the study was to evaluate the effects of variation in the number of teacher ratings on residual variance estimates for aggregate measures in selected behavioral domains. We conclude that the advantages of using multiple ratings are significant with a larger number of informants. (Contains 2 figures, 2 tables and 1 note.) [This study was authored in part by the Conduct Problems Prevention Research Group.]

Background: Many school systems have ended social promotion by implementing accountability systems where students who fail academic assessments are retained in grade. Additionally, some parents have delayed their children's entry into school, believing that older students have an advantage. While research has examined outcomes for students who were retained or old for grade, it is not clear whether the presence of old for grade or retained peers influences the behavior of other students in the school. Purpose: This study analyzes the association between the presence of old for grade and retained peers and the propensity for seventh graders to engage in deviant behaviors and receive an out-of-school suspension. Then, we examine whether some students are more vulnerable to peer influences associated with having retained and older peers. Subjects: This study employs administrative data from the 2000-2001 academic year on all seventh-grade students in North Carolina traditional classrooms in traditional middle schools with a grade range of 6 to 8.The sample is 79,314 seventh-grade students in 334 schools in 94 districts. Research Design: We use a logit framework to analyze dichotomous outcomes: whether students had ever been reported for committing an infraction, and whether students had ever been suspended over the academic year. Then, we use negative binomial models to examine the number of infractions students committed. We employ fixed effects estimation models for both the logit and the negative binomial analyses to account for unmeasured covariates at the district level. Results: Seventh-grade students who attend school with many old for grade or retained peers are more likely to commit offenses and be suspended. Retained and old for grade students are more vulnerable to these peer influences than other students. Girls and White students are more vulnerable to peer effects of having retained and old for grade students in their grade. Conclusions: We find an increase in negative behavior across all students who have higher levels of retained and old for grade peers. Increased opportunities to interact with deviant peers can influence the behavior of youth who do not share the same risk factors for deviant behavior. Thus, grade retention and delayed school-entry policies can influence the entire school community. Policies that help students stay on track academically have the potential not only to benefit students who are at risk for academic failure, but also to enhance the positive behavior of other students in the grade.

Utilizing data from the 1991 Health and Retirement Study Early Release File, this article examines the effects of disability status on labor force participation and earnings of preretirement workers aged 50 to 64. Results from our hierarchical regression models suggest that poor health and the presence of a work disability significantly reduced the labor force participation and earnings of older men and women. These analyses also suggest that economic well-being was constrained by the costs associated with additional 'minority statuses.' For example, the odds of being employed were reduced by approximately 46% for black men with disabilities. Further, the earnings of black men were 17% lower than the earnings of their nondisabled counterparts. Key Words: Preretirement workers, Labor force participation, Earnings, Multiple minority status

Background: Many school systems have ended social promotion by implementing accountability systems where students who fail academic assessments are retained in grade. Additionally, some parents have delayed their childrens entry into school, believing that older students have an advantage. While research has examined outcomes for students who were retained or old for grade, it is not clear whether the presence of old for grade or retained peers influences the behavior of other students in the school. Purpose: This study analyzes the association between the presence of old for grade and retained peers and the propensity for seventh graders to engage in deviant behaviors and receive an out-of-school suspension. Then, we examine whether some students are more vulnerable to peer influences associated with having retained and older peers. Subjects: This study employs administrative data from the 2000-2001 academic year on all seventh-grade students in North Carolina traditional classrooms in traditional middle schools with a grade range of 6 to 8.The sample is 79,314 seventh-grade students in 334 schools in 94 districts. Research Design: We use a logit framework to analyze dichotomous outcomes: whether students had ever been reported for committing an infraction, and whether students had ever been suspended over the academic year . Then, we use negative binomial models to examine the number of infractions students committed. We employ fixed effects estimation models for both the logit and the negative binomial analyses to account for unmeasured covariates at the district level. Results: Seventh-grade students who attend school with many old for grade or retained peers are more likely to commit offenses and be suspended. Retained and old for grade students are more vulnerable to these peer influences than other students. Girls and White students are more vulnerable to peer effects of having retained and old for grade students in their grade. Conclusions: We find an increase in negative behavior across all students who have higher levels of retained and old for grade peers. Increased opportunities to interact with deviant peers can influence the behavior of youth who do not share the same risk factors for deviant behavior . Thus, grade retention and delayed school-entry policies can influence the entire school community. Policies that help students stay on track academically have the potential not only to benefit students who are at risk for academic failure, but also to enhance the positive behavior of other students in the grade. [ABSTRACT FROM AUTHOR]