The Effect of English Language Learner Reclassification on Student ACT Scores, High School Graduation, and Postsecondary Enrollment: Regression Discontinuity Evidence from Wisconsin

2016 ◽  
Vol 35 (3) ◽  
pp. 559-586 ◽  
Author(s):  
Deven Carlson ◽  
Jared E. Knowles
Keyword(s):  
High School ◽  
English Language Learner ◽  
English Language ◽  
Regression Discontinuity ◽  
High School Graduation ◽  
Language Learner ◽  
Act Scores ◽  
Postsecondary Enrollment ◽  
School Graduation

scholarly journals Engagement and Attainment: The Longer-Run Effects of Ethnic Studies

2021 ◽  
Author(s):  
Sade Bonilla ◽  
Thomas Sean Dee ◽  
Emily K. Penner
Keyword(s):  
High School ◽  
Social Justice ◽  
Public Schools ◽  
Student Engagement ◽  
San Francisco ◽  
Regression Discontinuity ◽  
Ethnic Studies ◽  
High School Graduation ◽  
Quantitative Evidence ◽  
School Graduation

Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic-studies (ES) courses in U.S. public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this pre- registered, regression-discontinuity study, we examine the longer-run impact of a grade-9 ES course offered in the San Francisco Unified School District (SFUSD). Our key confirmatory finding is that assignment to this course significantly increased the probability of high-school graduation among students near the grade-GPA threshold (i.e., 2.0 GPA in grade 8) used for assigning students to the course. Our exploratory analyses also indicate that this assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.

scholarly journals Ethnic studies increases longer-run academic engagement and attainment

2021 ◽  
Vol 118 (37) ◽  
pp. e2026386118
Author(s):  
Sade Bonilla ◽  
Thomas S. Dee ◽  
Emily K. Penner
Keyword(s):  
High School ◽  
Public Schools ◽  
Grade Point Average ◽  
San Francisco ◽  
Regression Discontinuity ◽  
Ethnic Studies ◽  
High School Graduation ◽  
Grade Point ◽  
Quantitative Evidence ◽  
School Graduation

Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic studies (ES) courses in US public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this preregistered regression-discontinuity study, we examine the longer-run impact of a grade 9 ES course offered in the San Francisco Unified School District. Our key confirmatory finding is that assignment to this course significantly increased the probability of high school graduation among students near the grade 8 2.0 grade point average (GPA) threshold used for assigning students to the course. Our exploratory analyses also indicate that assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.

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