Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person…

The extent to which observed disparities in access to primary pediatric care are mirrored in student access to school nursing services is unknown. Using school employment records, we linked 1,346 nurses to school districts serving 1,141,495 students in Washington state. The percentage of students who are Black is negatively associated with the…

We use administrative data from three states to document the relationships between geographic mobility and student outcomes during K-12 schooling. We focus specifically on nonstructural mobility events--which we define as school changes that do not occur as the result of normal transitions between schools--and on longitudinal measures that capture…

We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers' in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color.…

In this research brief, the authors present evidence on how the diversity of the teacher workforce changes as "prospective" teachers advance through the teacher pipeline: tracking from 12th grade students as some obtain the education and certifications required to be eligible to teach in public schools, and some apply to and are hired…

Objective: To determine whether the disparities in access to care observed within pediatric populations along the lines of race/ethnicity, socio-economic status, and geography are mirrored in student access to school nursing services. Method: Using school district employment records we linked 1,346 nurses to 1,141,495 students working in 296…

There is empirical evidence of substantial heterogeneity in economic mobility across geographic areas and the efficacy of schools has been suggested as an explanatory factor. Using administrative microdata from seven states covering nearly 3 million students, we explore the potential role of schools in promoting economic mobility by estimating…

In this paper, we use NWEA MAP test data to examine variation in students' achievement and growth during the pandemic across multiple dimensions. Consistent with prior evidence, we find that students' test scores in fall 2021, on average, were substantially below historic averages. Moreover, the average scores of students of color, students…

Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person…

There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the…

There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the…

An increasingly prevalent type of program designed to address college attainment gaps are state-based financial aid programs that offer low-income middle school students a promise of funding for college in exchange for making a pledge to do well in high school, be a good citizen and not be convicted of a felony, and apply for financial aid to…

We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board Certified Teachers (NBCTs) in the nation. Based on value-added models in math and reading, we find that NBPTS certified teachers are about 0.01-0.05…

We use a unique longitudinal sample of student teachers ("interns") from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. Specifically, we estimate split population models that simultaneously estimate the impact of individual characteristics and student teaching experiences…

Virtually all states require teachers to undergo licensure testing before participation in the public school labor market. This article analyzes the information these tests provide about teacher effectiveness. The authors find that licensure tests have different predicative validity for student achievement by teacher race. They also find that…