Latest Reports from the Education Policy Center

Considering that having a quality teacher is the foremost in-school predictor of students’ success, ensuring teacher excellence is vital to the nation’s educational system. In Creating a New Teaching Profession, diverse scholars assess the state of human capital development in the teaching profession today and how to progress.

This paper explores the causes behind the severe underrepresentation of women in engineering. Based on national data on undergraduate engineering programs, this study presents cross-sectional estimates of male and female student retention. Contrary to widespread beliefs, the study found that overall and in most disciplines there is no differential attrition by gender. Instead, results suggest that gender disparities in engineering are largely driven by inadequate enrollment (not inadequate retention) of women. The paper concludes that outreach— within institutions of higher education, across institutions (into two-year colleges, middle and high schools), and into K-12 curricular reform—are needed to address what is, at its very core, a recruitment problem.

"Study Seeks to Improve Retention Among Women Engineering Students," declares a 2008 news release announcing a grant to four universities. Countless other articles cite female retention as a grave problem. This focus on retention drives a host of strategies to increase the number of women engineers. But is low retention behind the problem? Are women underrepresented in engineering because they enroll only to eventually drop out? The answer, as documented in the July 2009 Journal of Engineering Education, is a resounding "No!"

The road to the American dream has a four-year pit stop on a college quadrangle. This fall, more than 18 million collegians, including 4 million freshmen, will test that axiom amid an agitated economy and rising concerns about college affordability. Meanwhile, several million new would-be workers - college and high school grads and dropouts - are fighting for good jobs.

When given the opportunity, many teachers choose to leave schools serving poor, low-performing, and minority students. While substantial research has documented this phenomenon, far less effort has gone into understanding what features of the working conditions in these schools drive this relatively high turnover rate. This paper explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers within the same school. Teachers’ perceptions of the school administration have by far the greatest influence on teacher-retention decisions. This effect of administration is consistent for first-year teachers and the full sample of teachers and is confirmed by a survey of teachers who have recently left teaching in New York City.

Using data from North Carolina, this paper examines the frequency, incidence, and consequences of teacher absences in public schools, as well as the impact of an absence disincentive policy. The incidence of teacher absences is regressive: when schools are ranked by the fraction of students receiving free or reduced-price lunch, schools in the poorest quartile averaged almost one extra sick day per teacher than schools in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low-income than high-income students. The authors find that absences are associated with lower student achievement in elementary grades and that the demand for discretionary absences is price-elastic. Estimates suggest that a policy intervention which simultaneously raised teacher base salaries and broadened financial penalties for absences could both raise teachers' expected income and lower districts' expected costs.

Schools that have not made adequate yearly progress in increasing student academic achievement are required, under No Child Left Behind (NCLB), to offer children in low-income families the opportunity to receive supplemental educational services (SES). In research conducted in Milwaukee Public Schools, the authors explore whether parents and students are aware of their eligibility and options for extra tutoring under NCLB, and who among eligible students registers for SES. Using the best information available to school districts, the authors estimate the effects of SES in increasing students’ reading and math achievement. They find no average impacts of SES attendance on student achievement gains and use qualitative research to explore possible explanations for the lack of observed effects.

The relatively poor academic achievement of black and Hispanic students has been a national concern since the passage of the Elementary Secondary and Education Act (ESEA) in 1963. Frustrated with relatively slow progress in closing these educational gaps, the most recent reauthorization of the ESEA, the No Children Left Behind Act of 2001 (NCLB) attempts to employ rigorous accountability standards to speed progress. At about the same time, Florida implemented a change in its A+ Plan for Education that focused on the educational gains of “low-performing” students. This paper examines whether either of these accountability systems improved the academic outcomes of black, Hispanic and economically disadvantaged students in Florida. Schools labeled as failing or near-failing in Florida’s system tend to boost performance of students in these subgroups, while schools presented with incentives under NCLB to improve subgroup performance appear to be much less likely to do so. However, Hispanics appear to benefit from the NCLB sub-grouping requirements if they attend schools with low accountability pressure under Florida’s grading system.

The No Child Left Behind (NCLB) Act has compelled states to design school accountability systems based on annual student assessments. The effect of this Federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state-level panel data on student test scores from the National Assessment of Educational Progress (NAEP). This study identifies the impact of NCLB by relying on comparisons of the test-score changes across states that already had school accountability policies in place prior to NCLB and those that did not. Results indicate that NCLB generated statistically significant increases in the average math performance of 4th graders (effect size = 0.22 by 2007) as well as improvements at the lower and top percentiles. However, the authors do not find consistent evidence that NCLB generated similarly broad improvements in reading achievement or achievement among 8th graders.

This study examines the effect of SES on student test score gains and whether subgroups of students benefit more from NCLB tutoring services, using information about students enrolled in 3rd through 8th grades in 121 elementary and middle schools from 2003-04 to 2007-08. A total of 17 elementary and middle schools were required to offer SES at some point during the period under study, and 9,861 student-year pairings in the sample were eligible to receive SES. The authors find consistently significant and positive average effects of SES on test score gains in mathematics. Results in reading tend to be insignificant. SES tutoring does not appear to disproportionately benefit a particular racial/ethnic group or ability level. Female students and students with disabilities appear to benefit more from participating in SES. SES has a significant, cumulative effect on students in both mathematics and reading. They also demonstrate that not accounting for content area of tutoring can cause downward bias in estimates of the SES treatment effect. These findings are qualified on a couple of dimensions.