Using enrollment lotteries for over-subscribed school-based sites in Georgia’s universal pre-K program, we analyze the impact of participation on elementary school outcomes. We find that lottery-winning school-based Georgia Pre-K enrollees
Dec 2024
Long COVID and financial hardship: A disaggregated analysis at income and education levels
Objectives To examine how long COVID is associated with financial hardship (food insecurity, inability to pay bills, or threat of losing service) across income and education levels, and to assess
Feb 2024
Measuring Family Income and Student Risk in Public Schools
There is now clear evidence that family income is not measured accurately by free and reduced-price meal (FRM) enrollment. But with decades of policy infrastructure built around using FRM enrollment
Jan 2024
Using Predicted Academic Performance to Identify At-Risk Students in Public Schools
Measures of student disadvantage—or risk—are critical components of equity-focused education policies. However, the risk measures used in contemporary policies have significant limitations, and despite continued advances in data infrastructure and
Jan 2024
Predicted Academic Performance: A New Approach to Identifying At-Risk Students in Public Schools
There have been substantial advances in the development of states’ education data systems over the past 20 years, supported by large investments from the federal government. However, the availability of
Oct 2023
Weighting for Progressivity? An Analysis of Implicit Tradeoffs Associated with Weighted Student Funding in Tennessee
We study the progressivity of state funding of school districts under Tennessee’s weighted student funding formula. We propose a simple definition of progressivity based on the difference in exposure to
Jun 2023
The Heterogeneous and Longer-Term Effects of the Great Recession on Public School District Finances
During the Great Recession and in the years that immediately followed, previous research has well-documented that U.S. public school districts receiving larger shares of their funding from state governments experienced
Jul 2022
Can social recognition for teachers and principals improve student performance? Evidence from India
Empirical evidence on the effectiveness of performance-based rewards for teachers is primarily based on the evaluation of monetary reward schemes. We present results from a randomized evaluation of a teacher
