168 research outputs found
When Are Ghettos Bad? Lessons from Immigrant Segregation in the United States
No full textRecent literature on the relationship between ethnic or racial segregation and outcomes has failed to produce a consensus view of the role of ghettos; some studies suggest that residence in an enclave is beneficial, some reach the opposite conclusion, and still others imply that any relationship is small. This paper presents new evidence on this relationship using data on first-generation immigrants in the United States. Using average group characteristics as instruments for segregation, controlling for individual characteristics and both metropolitan area and country-of-origin fixed effects, we estimate impacts of residential concentration that vary with group human capital levels. Residential concentration can be beneficial, but primarily for more educated groups. The mean impact of residential concentration varies across measures, which may illuminate some of the causal mechanisms relating segregation to outcomes.
Segregation and the Black-White Test Score Gap
No full textThe mid-1980s witnessed breaks in two important trends related to race and schooling. School segregation, which had been declining, began a period of relative stasis. Black-white test score gaps, which had also been declining, also stagnated. The notion that these two phenomena may be related is also supported by basic cross-sectional evidence. We review existing literature on the relationship between neighborhood- and school-level segregation and the test score gap. Several recent studies point to a statistically significant causal relationship between school segregation and the test score gap, though in many cases the magnitude of the relationship is small in economic terms. Experimental studies, as well as methodologically convincing non-experimental studies, suggest that there is little if any causal role for neighborhood segregation operating through a mechanism other than school segregation.
The Academic Achievement Gap in Grades 3 to 8
No full textUsing data for North Carolina public school students in grades 3 to 8, we examine achievement gaps between white students and students from other racial and ethnic groups. We focus on successive cohorts of students who stay in the state's public schools for all six years, and study both differences in means and in quantiles. Our results on achievement gaps between black and white students are consistent with those from other longitudinal studies: the gaps are sizable, are robust to controls for measures of socioeconomic status, and show no monotonic trend between 3rd and 8th grade. In contrast, both Hispanic and Asian students tend to gain on whites as they progress through these grades. Looking beyond simple mean differences, we find that the racial gaps in math between low-performing students have tended to shrink as students progress through school, while racial gaps between high-performing students have widened for black and American Indian students.
The New Promised Land: Black-White Convergence in the American South, 1960-2000
No full textThe black-white earnings gap has historically been larger in the South than in other regions of the United States. Since 1970, however, the male annual earnings gap outside the South has increased %u2013 dramatically, when the analysis factors in non-participants %u2013 while the gap within the South has narrowed, to the point where 2000 Census figures indicate significantly lower racial inequality in the South. Three proposed explanations for this trend focus on changing patterns of selective migration, labor market trends including reduced discrimination and the decline of manufacturing employment, and reductions in school segregation and school resource disparities in the South relative to the North. Evidence suggests that selective migration can explain about 40% of the South%u2019s relative advance, and virtually all of the relative advance after 1980. Earlier declines can be attributed in large part to reduced industrial segregation and other labor market advances in the South. Relative improvements in school quality for Southern blacks explain at most 20% of the overall trend.
Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects
No full textWe use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools. We find compelling evidence that teacher credentials affect student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. As a result, the uneven distribution of teacher credentials by race and socio-economic status of high school students -- a pattern we also document -- contributes to achievement gaps in high school.
Essays on Food Insecurity and Food and Nutrition Assistance Policy in the United States
No full textThesis (Ph.D.)--University of Washington, 2021This dissertation investigates many facets of means-testing in the United States through the lens of public food assistance. In Chapter 1, I speak to the literature on “administrative burden,” or individual-level barriers to means-tested program participation. Previous studies debate the extent to which administrative barriers inhibit take-up of means-tested programs. I study two application streamlining initiatives intended to simplify the Supplemental Nutrition Assistance Program (SNAP) application process in the United States through the reduction of transaction and information costs. The two initiatives differ along the dimension of in-person versus mail-based interactions with clients. Using two-way fixed effects and alternative difference-in-difference estimators, I estimate an overall 4.3 percentage point (19.3 percent) average treatment effect of application streamlining on SNAP participation. Further analysis of the two implementation models suggests a stronger effect of in-person interactions with clients (25.8 percent), compared to off-site outreach (15.2 percent). However, different approaches appear to be more effective for different eligible populations: there is suggestive evidence that off-site outreach could have a stronger effect for population subgroups experiencing mobility-related barriers to take-up. As such, this study points to the importance of understanding the behaviors and barriers to take-up experienced by specific target populations when designing initiatives intended to improve enrollment in means-tested programs. In Chapter 2, I speak to current discourse around the association between household food insecurity and disability status. Disability is a known risk factor for food insecurity, even when accounting for household income. However, the mechanisms driving the relationship between disability and food insecurity remain underexplored. Using the National Household Food Acquisition and Purchase Survey, I test the extent to which food store choice (representing food access) mediates the association between disability and food insecurity in the United States. The analysis is complicated by the notion that food insecurity also influences food store choice. Nevertheless, multivariate regression findings suggest that food access is not a significant driver of high rates of food insecurity among households where disabilities are present. This chapter has been accepted for publication in Physiology & Behavior (Charnes, forthcoming).
In Chapter 3, I address questions surrounding the cause of the SNAP benefit cycle – a phenomenon in which SNAP benefits (disbursed on a monthly basis) are typically spent all at once within the first few days of receipt. The disbursement of Supplemental Nutrition Assistance Program (SNAP) benefits is associated with a decline in food spending and caloric consumption over the SNAP month, resulting in a range of adverse consequences. However, there is a lack of consensus about the underlying cause of the SNAP benefit cycle. Building upon work conducted by Tiehen, Newman, and Kirlin (2017), I use the National Household Food Acquisition and Purchase Survey to examine SNAP households’ acquisitions of free food patterns across the SNAP month. I conclude that a steady state of free food acquisitions across the month is primarily attributable to benefit inadequacy.
Although the three chapters are situated within distinct sets of literature, they jointly point to the importance of public food assistance for Americans in need. This dissertation was written during the Trump Presidency, which was characterized by movements to drastically cut the social safety net – followed by the COVID-19 pandemic, its associated recession, and movements to rebuild the safety net in the early years of the Biden Presidency. The three essays highlight the conditions that have led to current proposals to transition to a universal structure for SNAP and other safety net programs
Federal Oversight, Local Control, and the Specter of "Resegregation" in Southern Schools
No full textAnalyzing data for the 100 largest school districts in the South and Border states, we ask whether there is evidence of "resegregation" of school districts and whether levels of segregation can be linked to judicial decisions. We distinguish segregation measures indicating the extent of racial isolation from those indicating the degree of racial imbalance across schools. For the period 1994 to 2004 the trend in only one measure of racial isolation is consistent with the hypothesis that districts in these regions are resegregating. Yet the increase in this measure appears to be driven by the general increase in the nonwhite percentage in the student population rather than policy-determined increases in racial imbalance. Racial imbalance itself shows no trend over this period. Racial imbalance is nevertheless associated with judicial declarations of unitary status, suggesting that segregation in schools might have declined had it not been for the actions of federal courts. This estimated relationship is subject to a lag, which is in keeping with the tendency for courts to grant unitary status only if districts agree to limit their own freedom to reassign students.
Book Reviews
No full text Gordon Hanson of University of California, San Diego and NBER reviews “From Immigrants to Americans: The Rise and Fall of Fitting In” by Jacob L. Vigdor. The EconLit Abstract of the reviewed work begins “Examines the experiences and the process of assimilation of immigrants to the United States between 1850 and 2007. Discusses an immigrant's decision; a historical overview of immigration to the United States; fitting in economically; fitting in linguistically; fitting in officially; fitting into the neighborhood; and joining the family. Vigdor is Professor of Public Policy Studies at Duke University. Index.” </jats:p
Scaling the Digital Divide: Home Computer Technology and Student Achievement
No full textDoes differential access to computer technology at home compound the educational disparities between rich and poor? Would a program of government provision of computers to early secondary school students reduce these disparities? We use administrative data on North Carolina public school students to corroborate earlier surveys that document broad racial and socioeconomic gaps in home computer access and use. Using within-student variation in home computer access, and across-ZIP code variation in the timing of the introduction of high-speed internet service, we also demonstrate that the introduction of home computer technology is associated with modest but statistically significant and persistent negative impacts on student math and reading test scores. Further evidence suggests that providing universal access to home computers and high-speed internet access would broaden, rather than narrow, math and reading achievement gaps.
Teacher-Student Matching and the Assessment of Teacher Effectiveness
No full textWe use administrative data on North Carolina public schools to document the tendency for more highly qualified teachers to be matched with more advantaged students, and we measure the bias this pattern generates in estimates of the impacts of various teacher qualifications on student achievement. One of the strategies we use to minimize this bias is to restrict the analysis to schools that assign students to classrooms in a manner statistically indistinguishable from random assignment. Using data for 5th grade, we consistently find significant returns to teacher experience in both math and reading and to licensure test scores in math achievement. We also find that the returns in math are greater for socioeconomically advantaged students, a finding that may help explain why the observed form of teacher-student matching persists in equilibrium.
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