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
Peer Effects & Differential Attrition: Evidence from Tennessee’s Project STAR
by Sanjay Satish
Abstract
This paper explores the effects of attrition on student development in early education. It aims to provide evidence that student departure in elementary schools has educational impacts on the students they leave behind. Utilizing data from Tennessee’s Project STAR experiment, this paper aims to expand upon the literature of peer effects, as well as attrition, in public elementary schools. It departs from previous papers by utilizing survival analysis to determine which characteristics of students prolonged participation in the experiment. Clustering analysis is subsequently employed to group departed students to better understand the various channels of attrition present in STAR. It finds that students who left Project STAR were more likely to be of lower income and lower ability than their peers. This paper then uses these findings to estimate the peer effects of attrition on students who remained in the experiment and undertakes a discussion of potential sources of bias in this estimation and their effects on the explanatory power of peer effects estimates.
Professor Robert Garlick, Faculty Advisor
Professor Michelle Connolly, Faculty Advisor
JEL Codes: I, I21, I26, H4, J13
Long-term Benefits of Breastfeeding: Impact on Education in Indonesia
by Natalie Gulrajani
Abstract
Healthy breastfeeding behaviors have been shown to produce many long-term health benefits including improved cognition. This study uses data from the Indonesian Family Life Survey (IFLS) to assess the longitudinal impact of exclusive breastfeeding duration and early life breastfeeding practices on education. Though a positive correlation was found between breastfeeding duration and years of schooling in naïve regressions, the significance and magnitude of this effect decreased when household fixed effects were added. A stronger correlation was found between early life breastfeeding and schooling, with income-stratified results demonstrating that poorer households are potentially subject to greater benefits.
Professor Erica Field, Faculty Advisor
JEL Codes: I0; I12; I21
Cashing Out the Benefits: The Spillover Impact of Cash Transfers on Household Educational Investment
By Mitchell Garrett Ochse and Matheus Dias
Using electricity price, generation, installed capacity, and carbon price data from the European Union from January 2015 to December 2018, this study finds that the carbon pricing in the European Union Emissions Trading Scheme (EU ETS) incentivizes electricity sector carbon emission reductions through renewable energy deployment only for economically advanced EU members. Transitional economies show a weak to modest carbon emission increase despite a common carbon price. This study estimates an electricity supply curve, or merit order, for 24 EU ETS members using a Tobit regression model and analyzes changes in this curve using a linear bspline. These shifts provide insight into how carbon pricing affected energy generation, price, and CO2 emissions for two distinct categories of EU member states. The advanced category as a whole saw a strong electricity sector decrease in carbon emissions, both over time and from carbon pricing, while the transitional category as a whole saw a weak increase. This indicates that advanced EU members in Northern, Western, and Central Europe likely sold permits to transitional ones in Southern and Eastern Europe. While these findings may initially reflect the gains from trade of carbon emissions, permits inherent in the European Union Emissions Trading Scheme’s design, the implications of how these two distinct groups have changed electricity generation present challenges to the ultimate long-term goal of EU-wide carbon neutrality by 2050, particularly in transitional economies’ electricity sectors.
Advisors: Professor Xiao Yu Wang, Professor Michelle Connolly | JEL Codes: C93; I21; I24
Implications of Teacher Tenure on Teacher Quality and Student Performance in North Carolina
By Dana Fenster
This paper examines the relationship between teacher tenure and teacher quality in North Carolina, measured via student performance on the state End of Grade (EOG) standardized tests. After presenting a comprehensive synopsis of the current teacher tenure policy, I use data from the North Carolina Education Research Data Center (NCERDC) to compare demonstrated teacher effectiveness across the tenure bubble, defined as one to eight years of teaching experience within the same district. Ultimately, I find that there is significant jump in average teacher quality at the tenure cutoff, suggesting that tenure policy is effective in retaining high quality teachers while removing those who are ineffective.
Advisor: Hugh MaCartney | JEL Codes: I21, J24, J41, M5 | Tagged: Economics of Education, Labor Economics, Teacher Tenure
The Impact of Greek Affiliation on Grades and Course Selection
By Andrew De Donato
We seek to understand how affiliating with a Greek organization impacts both grades and course selection. This research provides a novel addition to the literature due to a unique situation at the sample university, in that the first opportunity for freshmen to join Greek organizations occurs in the spring semester rather than the fall, as is more common. This situation allows us to control for otherwise unobserved characteristics that may be common to those who affiliate with Greek organizations. For men, joining a Greek organization is associated with a .07 point decrease in the grade received for an average class, while, for women, it is associated with an increase of .02 points in the fall semester and a decrease of .06 points in the spring semester. Joining a Greek organization is also associated with a decrease in the difficulty of selected courses, such that the average course selected provides grades that are .03 points higher than the average course, controlling for enrolled student characteristics.
Advisor: Michelle Connolly, Peter Arcidiacono | JEL Codes: I, I21, I23, I24 | Tagged: Course Selection, Fraternity, GPA, Grades, Greek, Sorority
