Working Papers (sorted alphabetically)
Can Light-Touch Interventions in High School Impact Education Outcomes? Under Review
In response to growing concerns over the academic preparation of college-going students, policy makers have suggested an expansion in dual credit classes. However, there are concerns over whether differential expectations may exacerbate existing inequities in participation. By evaluating the Academic Acceleration Program (AAP), this paper examines whether switching the default of advanced coursework enrollment encourages high school students to take dual-credit courses. I estimate the impact of qualifying for AAP using a regression discontinuity design to evaluate subsequent education outcomes. I find that students just qualifying for AAP based on their English Language Arts (ELA) test scores increase their likelihood of taking a relevant dual-credit course by 8 percentage points. The first-stage results are stronger for boys, ever FRPL and White students. However, I find that qualification for AAP does not significantly alter education outcomes. As policymakers continue to discuss the expansion of these programs, it's important to understand whether and for which groups of students these classes are beneficial.
Can Light-Touch Interventions in High School Impact Education Outcomes? Under Review
In response to growing concerns over the academic preparation of college-going students, policy makers have suggested an expansion in dual credit classes. However, there are concerns over whether differential expectations may exacerbate existing inequities in participation. By evaluating the Academic Acceleration Program (AAP), this paper examines whether switching the default of advanced coursework enrollment encourages high school students to take dual-credit courses. I estimate the impact of qualifying for AAP using a regression discontinuity design to evaluate subsequent education outcomes. I find that students just qualifying for AAP based on their English Language Arts (ELA) test scores increase their likelihood of taking a relevant dual-credit course by 8 percentage points. The first-stage results are stronger for boys, ever FRPL and White students. However, I find that qualification for AAP does not significantly alter education outcomes. As policymakers continue to discuss the expansion of these programs, it's important to understand whether and for which groups of students these classes are beneficial.
Examining Key Impacts of the Test-Optional Movement for Early Adopters (forthcoming at AEA Papers and Proceedings)
By 2019, around 250 postsecondary institutions adopted a test-optional policy. This paper uses a difference-in-differences design to examine the impact of this reform on schools that switched policies between 2006 and 2014. I find that adopting a test-optional policy increased the share of Black, Native American and Hispanic students as well as Pell Grant recipients. I also show that adopting a test-optional policy did not affect the academic performance of enrolled cohorts but did affect financial aid disbursements. These findings are important considering that several institutions that switched policies during the COVID-19 pandemic have since returned to requiring test scores.
By 2019, around 250 postsecondary institutions adopted a test-optional policy. This paper uses a difference-in-differences design to examine the impact of this reform on schools that switched policies between 2006 and 2014. I find that adopting a test-optional policy increased the share of Black, Native American and Hispanic students as well as Pell Grant recipients. I also show that adopting a test-optional policy did not affect the academic performance of enrolled cohorts but did affect financial aid disbursements. These findings are important considering that several institutions that switched policies during the COVID-19 pandemic have since returned to requiring test scores.
Labor Market Shocks and Immigration Enforcement w/Sergio Barrera and Sarina Heron (forthcoming at AEA Papers and Proceedings)
We study the effects of labor market shocks on immigration enforcement by evaluating the impact of the Great Recession on the likelihood that commuting zones partner with immigration authorities through 287(g) agreements and early adoption of Secure Communities and become subject to E-Verify mandates. Using a difference in differences framework we find that a one percentage point increase in the Great Recession driven unemployment rate is associated with a one percentage point increase in the likelihood of signing a 287(g) agreement, early adoption of Secure Communities, and a two to three-percentage point increase in the likelihood of adopting E-Verify.
We study the effects of labor market shocks on immigration enforcement by evaluating the impact of the Great Recession on the likelihood that commuting zones partner with immigration authorities through 287(g) agreements and early adoption of Secure Communities and become subject to E-Verify mandates. Using a difference in differences framework we find that a one percentage point increase in the Great Recession driven unemployment rate is associated with a one percentage point increase in the likelihood of signing a 287(g) agreement, early adoption of Secure Communities, and a two to three-percentage point increase in the likelihood of adopting E-Verify.
Supply-Side Responses in School Choice w/Chandon Adger (R&R at American Economic Journal: Economic Policy)
This paper examines the competitive effects of the Indiana Choice Scholarship Program on public and participating private schools. Using a difference-in-differences design, we find that high exposure public schools witnessed increases in quality, driven by improvements in math. Initially poor performing public schools drive our results, suggesting that the public school quality gap shrank because of the program. Average quality at participating private schools fell following the program’s adoption. We also present suggestive evidence that high exposure participating private schools saw larger declines in quality. Policymakers should consider these indirect effects to understand vouchers' total impact on educational outcomes.
This paper examines the competitive effects of the Indiana Choice Scholarship Program on public and participating private schools. Using a difference-in-differences design, we find that high exposure public schools witnessed increases in quality, driven by improvements in math. Initially poor performing public schools drive our results, suggesting that the public school quality gap shrank because of the program. Average quality at participating private schools fell following the program’s adoption. We also present suggestive evidence that high exposure participating private schools saw larger declines in quality. Policymakers should consider these indirect effects to understand vouchers' total impact on educational outcomes.
The Impacts of Removing College Entrance Exams: Evidence from the Test-Optional Movement (R&R at Southern Economic Journal)
As of 2019, about 250 four-year colleges and universities had adopted a test-optional application procedure that allowed students to apply for admission without submitting an SAT or ACT score. Many schools adopted this procedure to encourage greater racial and socioeconomic diversity among admitted students. Unfortunately, we know little about the impact of test-optional policies. In this paper, I use a difference-in-differences design to examine the impact of this reform on schools that adopted the policies between 2006 and 2014. Compared to schools that did not switch, test-optional schools witnessed around a 15 percent increase in the number of Black, Native American/Alaskan Native, and Hispanic enrollments and around a 7 percent increase in the number of Pell Grant students. I also show that test-optional policies affect financial aid disbursements. After switching, schools experienced an increase in the number of students receiving institutional grant aid, but decreases in the average aid granted. Schools offset the decrease in grant aid by increasing the availability of institutional loans. Institutions interested in adopting these policies should consider these possible unintended consequences.
As of 2019, about 250 four-year colleges and universities had adopted a test-optional application procedure that allowed students to apply for admission without submitting an SAT or ACT score. Many schools adopted this procedure to encourage greater racial and socioeconomic diversity among admitted students. Unfortunately, we know little about the impact of test-optional policies. In this paper, I use a difference-in-differences design to examine the impact of this reform on schools that adopted the policies between 2006 and 2014. Compared to schools that did not switch, test-optional schools witnessed around a 15 percent increase in the number of Black, Native American/Alaskan Native, and Hispanic enrollments and around a 7 percent increase in the number of Pell Grant students. I also show that test-optional policies affect financial aid disbursements. After switching, schools experienced an increase in the number of students receiving institutional grant aid, but decreases in the average aid granted. Schools offset the decrease in grant aid by increasing the availability of institutional loans. Institutions interested in adopting these policies should consider these possible unintended consequences.
Research In Progress (sorted alphabetically)
- Eliminating the Competition? Evidence from the Great Recession and 287(g) Agreements (with Sergio Barrera and Joaquin Rubalcaba)
- Evaluating the Impact of Voucher Programs on Students in Participating Private Schools: A Mixed Methodology Approach (with Joseph Waddington)
- From the Ground Up: Labor Demand and Intergenerational Mobility in the US (with Paul Shaloka)
- The Free Tuition Laws and Their Impact on Education Attainment in the 20th Century (with Christopher Monjares)
- The Non-Labor Impacts of GED Receipt (with Antionette Strotter)
- The War on Poverty and Higher Education Access: Educational Attainment and Intergenerational Effects of Upward Bound (with Chloe Gibbs and Esra Kose)
- Understanding the Impacts of First Semester Math Placement on Postsecondary Outcomes (with Sergio Barrera and Susan Sajadi)