The “Pupil” Factory: Specialization and the Production of Human Capital in Schools

Fryer, Roland G.

doi:10.1257/aer.20161495

Cited by 23 publications

(4 citation statements)

References 19 publications

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“…Similar regression specifications are extremely common in the analysis of matched‐pair experiments. See, for example, Ashraf et al (2006), Angrist and Lavy (2009), Crepon et al (2015), Bruhn et al (2016), and Fryer (2018).…”

Section: Resultsmentioning

confidence: 99%

Revisiting the analysis of matched‐pair and stratified experiments in the presence of attrition

Bai,

Hsieh,

Liu

et al. 2023

J of Applied Econometrics

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In this paper, we revisit some common recommendations regarding the analysis of matched‐pair and stratified experimental designs in the presence of attrition. Our main objective is to clarify a number of well‐known claims about the practice of dropping pairs with an attrited unit when analyzing matched‐pair designs. Contradictory advice appears in the literature about whether or not dropping pairs is beneficial or harmful, and stratifying into larger groups has been recommended as a resolution to the issue. To address these claims, we derive the estimands obtained from the difference‐in‐means estimator in a matched‐pair design both when the observations from pairs with an attrited unit are retained and when they are dropped. We find limited evidence to support the claims that dropping pairs helps recover the average treatment effect, but we find that it may potentially help in recovering a convex‐weighted average of conditional average treatment effects. We report similar findings for stratified designs when studying the estimands obtained from a regression of outcomes on treatment with and without strata fixed effects.

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Section: Resultsmentioning

confidence: 99%

Revisiting the analysis of matched‐pair and stratified experiments in the presence of attrition

Bai,

Hsieh,

Liu

et al. 2023

J of Applied Econometrics

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“…There are different models for how we might achieve more specialist teaching. It is beyond the limits of this paper to review these models, but we know we need to test models that are purpose built and specific to our contexts to avoid the risks of inappropriate designs (e.g., Fryer, 2018).…”

Section: Middle and Upper Primary Yearsmentioning

confidence: 99%

What we can do to realise our excellence and equity goals in literacy

McNaughton

2023

nzaroe

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The research, practice and policy communities in Aotearoa New Zealand know a lot about literacy; the what and how of development, and what works for whom, under what conditions. But two issues stand in the way of better meeting the national excellence and equity goals. One is solving system challenges of variability, scalability, sustainability and capability. Solving this requires taking a life course approach to the evidence, including what optimises enjoyment and criticality from early learning through schooling; and guaranteeing collective clarity and accountability for effective practices. Solving the second, too much selective and limited reasoning about what is needed, requires better understanding our histories of practice and outcomes, and the evidence about these; taking seriously the collective need for evidence-based reasoning; better understanding the nature of the sciences involved; and careful and collective reasoning to understand what is robust evidence and what is inaccurate and misleading. Both issues have implications for capability building through resourcing, initial teacher education, and professional learning and development.

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“…A large body of research shows the importance of relationships with teachers in student development (e.g., Baker, 2006; Hamre & Pianta, 2006), and one way to establish strong relationships with teachers is increasing the exposure to the same teachers (Grant et al, 1996; Little & Dacus, 1999; Lobdell & Van Ness, 1963). Empirical evidence shows that frequent exposure to the same teachers (e.g., repeated student-teacher matching) is associated with enhanced student achievement (Hill & Jones, 2018; Hwang et al, 2021), whereas less frequent exposure (e.g., teacher specialization) leads to reduced achievement (Fryer, 2018). As such, the associations between same race/ethnicity teachers and student achievement may be greater when students are in a self-contained classroom where students have more opportunities to interact with the teachers of the same race/ethnicity.…”

Section: Heterogenous Links By School Level and By Classroom Organiza...mentioning

confidence: 99%

Timing and Frequency Matter: Same Race/Ethnicity Teacher and Student Achievement by School Level and Classroom Organization

2022

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Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers and achievement by school level (i.e., elementary vs. middle schools) and self-contained classroom (i.e., self-contained vs. departmentalized classrooms). We find that the positive links between same race/ethnicity teachers and improved achievement are stronger for elementary school students and students in self-contained classrooms, particularly for Black students. Our findings highlight the importance of timing and frequent exposure to same race/ethnicity teachers in academic trajectories.

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The “Pupil” Factory: Specialization and the Production of Human Capital in Schools

Cited by 23 publications

References 19 publications

Revisiting the analysis of matched‐pair and stratified experiments in the presence of attrition

Revisiting the analysis of matched‐pair and stratified experiments in the presence of attrition

What we can do to realise our excellence and equity goals in literacy

Timing and Frequency Matter: Same Race/Ethnicity Teacher and Student Achievement by School Level and Classroom Organization

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