Knowledge that Transforms

This study examines the impact on student achievement of high-dosage reading tutoring for middle school students in New York City public schools, using a school-level randomized field experiment. Across 3 years, schools offered at least 130 hours of four-on-one tutoring based on a guided reading model. At the mean, tutoring had a positive and significant effect on school attendance, a positive but insignificant effect on English language arts (ELA) state test scores, and no effect on math state test scores. For black students, our treatment increased attendance by 2.0 percentage points and ELA scores by 0.09 standard deviations per year.

Increasing access to education may have consequences that go beyond effects on marginal students encouraged to enroll. It may change peer effects, school quality, and returns to skill. This paper studies how classmates and teaching inputs affect learning of university students, exploiting an educational expansion in Italian STEM majors. Newly collected data on 27,236 students indicate that less prepared classmates and congestion of teaching resources lowered learning of incumbent students in STEM fields. Their learning, however, increased in courses in which the new classmates raised average preparedness. These effects might have had long-lasting consequences on the returns to STEM degrees.

This paper investigates the relationship between aspirations and inequality in higher education participation. Using a regression discontinuity design, I evaluate the impact of a national-scale United Kingdom policy aimed at raising the aspirations toward college education of pupils from disadvantaged backgrounds by involving them in outreach activities. The results show that the policy successfully raised the aspirations of the target students and their participation in postcompulsory education. However, its final effect on college enrollment was on the whole negligible, thus casting doubt on the effectiveness of policies that uniquely leverage aspirations to reduce inequality in educational attainment.

Caseworkers are the main human resources used to provide social services. This paper asks whether and how much caseworkers matter for the outcomes of unemployed individuals. Using large-scale administrative data, I exploit exogenous variation in unplanned absences among Swiss unemployment insurance caseworkers. I find that individuals who lose a meeting with their caseworker stay unemployed 5% longer. Results show large heterogeneity in the personal impact of caseworkers: the effect of a forgone meeting is zero for caseworkers in the lower half of the productivity distribution but is more than twice the average effect for caseworkers in the upper half.

How do alternative job opportunities affect teacher quality? We provide causal evidence on this question by exploiting business cycle conditions at career start as a source of exogenous variation in the outside options of potential teachers. Unlike prior research, we directly assess teacher quality with value-added measures of impacts on student test scores, using administrative data on over 30,000 Florida public school teachers. Consistent with a Roy model of occupational choice, teachers entering the profession during recessions are significantly more effective in raising student test scores. Results are supported by robustness tests and unlikely to be driven by differential attrition.

Hurricanes Katrina and Rita devastated the US Gulf Coast in 2005. We use job-level data to compare the evolution of earnings for affected workers in four states with workers from matched control counties. We attribute short-term earnings losses to job separations and long-term gains to wage growth in the affected areas. Wages rose due to reduced labor supply and increased labor demand in the affected labor markets. Damage to a worker’s residence or workplace accentuated short-term earnings losses. Effects varied by prestorm industry, with larger gains for workers in sectors related to rebuilding.

Jurisdictions across the United States have adopted “ban the box” (BTB) policies preventing employers from asking about job applicants’ criminal records until late in the hiring process. Their goal is to improve employment outcomes for those with criminal records, with a secondary goal of reducing racial disparities in employment. However, removing criminal history information could increase statistical discrimination against demographic groups that include more ex-offenders. We use variation in the timing of BTB policies to test BTB’s effects on employment. We find that BTB policies decrease the probability of employment by 3.4 percentage points (5.1%) for young, low-skilled black men.

The list below specifies doctoral degrees conferred by U.S. and Canadian universities during academic year July 2019 to June 2020. Lists of degree recipients and subject classifications are provided by the university. Note: Dissertations without classifications may be found under “Y Miscellaneous Categories.”

Editor's Note Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book.

Editor's Note Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book.