School Choice and Neighborhood Change in Post-Katrina New Orleans
by Rosalind Fei Yang
Abstract
As school choice policies weaken the traditional link between neighborhoods and schools, traditional housing patterns previously governed by school zoning are changing. This paper examines the connection between school choice reform, specifically an increase in charter schools, and changes in neighborhood composition, focusing on New Orleans over time. I use data from the American Community Survey, the National Center of Education Statistics, and the Louisiana Department of Education. The goal is to understand how school choice policies influence residential dynamics, with a specific focus on their role in gentrification patterns.
Professor Patrick Bayer, Faculty Advisor
Professor Michelle Connolly, Faculty Advisor
JEL Codes: H75, I21, I28
Effects of Neighborhoods on Children’s Educational Outcomes in Indonesia
by Audrey Liu
Abstract
There is considerable observed geographic variable in outcomes across space. Neighborhood effects attempt to explain to what extent the place in which an individual grows up impacts their future outcomes. This paper focuses on neighborhood effects on children in Indonesia where there is a large disparity in public and private amenities between different regions. The aim of this paper is to analyze whether and to what extent neighborhoods impact a child’s education outcomes and whether there exists a critical age where intervention is most crucial. By restricting my dataset to movers and taking advantage of variation within a family in terms of exposure to different neighborhoods, I find evidence that the duration of time an individual spends in a given neighborhoods impacts their outcomes. I also find evidence of a critical age that produces better outcomes, implying that the age at which a child moves matters as well.
Professor Erica Field, Faculty Advisor
Professor Michelle Connolly, Faculty Advisor
JEL Codes: I25; H4; H75
Code on file
Revisiting California Proposition 209: Changes in Science Persistence Rates and Overall Graduation Rates
by Anh-Huy Nguyen
Abstract
California Proposition 209 outlawed race-based affirmative action in the University of California (UC) system in 1998. However, the UC system subsequently shifted towards race-blind affirmative action by also reweighing factors other than race in the admissions process. To evaluate the hypothetical changes in the science persistence rate and graduation rate of all applicants if racial preferences had been removed entirely, I estimate baseline and counterfactual admissions models using data from between 1995-1997. Using a general equilibrium framework to fix the total number of admits and enrollees, I find that the removal of racial preferences leads to a cascade of minority enrollees into less selective campuses and a surge of non-minority enrollees into more selective campuses. The improved matching between students and campuses results in higher science persistence rates and graduation rates across the pool of all applicants. In particular, the gains are driven by minority students who were admitted under racial preferences, because the gains from better matching across UC campuses outweigh the losses from potentially being pushed outside the UC system. Non-minority students who are originally rejected under racial preferences also benefit, as some are induced into the system in the counterfactual, where they are more likely to graduate. I also investigate claims that applicants may have strategically gamed during the admissions process by misrepresenting their interest in the sciences in order to maximize their admissions probability. While there exist incentives to apply in different majors across the campuses, I find evidence that applicants often fail to game optimally, suggesting that they may not be fully informed of their relative admissions probabilities in the sciences and non-sciences.
Professor Peter Arcidiacono, Faculty Advisor
JEL Codes: I23, I28, J24, H75
Benefit Spillovers and Higher Education Financing: An Empirical Analysis of Brain Drain and State-Level Investment in Public Universities
By Chinmany G. Pandit
This paper analyzes the impact of out-migration of college graduates on state higher education investment. A three-stage least squares regression model with state and year fixed effects is developed and estimated, addressing the relationship between state legislative appropriations, tuition, and educated out-migration across 49 U.S. states from 2006-2015. The results support the notion that states respond negatively to benefit spillovers in higher education: for every one percent increase in the rate of educated out-migration, state appropriations decrease by 1.92 percent (roughly $140 per student). These findings suggest that an education subsidy
provided to states may be necessary to prevent underinvestment in higher education.
Advisor: Thomas Nechyba and Kent Kimbrough | JEL Codes: H7, H75, I22, I28, R23
Neighborhood Effects and School Performance: The Impact of Public Housing Demolitions on Children in North Carolina
By Rebecca Aqostino
This study explores how the demolitions of particularly distressed public housing units, through the Home Ownership for People Everywhere (HOPE VI) grants program, have affected academic outcomes for children in adjacent neighborhoods in Durham and Wilmington, North Carolina. I measure neighborhood-level changes and individual effects through regression analysis. All students in demolition communities are compared to those in control communities: census blocks in the same cities with public housing units that were not demolished. Those in the Durham experiment community experienced statistically significant gains when compared to those in the control communities; the effect is insignificant in Wilmington.
Advisor: Charles Becker, Helen Ladd, Marjorie McElroy | JEL Codes: C23, H41, H52, H75, I24, I25 | Tagged: Achievement, Demolitions, Distressed Housing, HOPE VI, Neighborhood Effects, Public Housing, School Performance
The Determinants and Social Benefit of Student Summer Activity: An Analysis of the Determinants of Summer Activity Participation by Elementary and Secondary Students, and the Resulting Social Benefit of Summer Activity Participation on Crime
By Elad Gross
Using data from 1996, this study first identifies the socioeconomic determinants of a child’s participation in an organized summer activity. Models are produced for summer activity in general and for different types of summer activities. The results indicate the importance of caregiver supervisory capability in choosing whether to send a child to a summer program. In the second stage of the project, actual state values of summer activity participation are related to state crime statistics, controlling for the state demographic profile. The results indicate that participation in summer activity is related to a reduction in crime rates under certain conditions.
Advisor: Peter Arcidiacono | JEL Codes: H75
