자료유형  

 학위논문

Control Number  

0017162726

International Standard Book Number  

9798382609102

Dewey Decimal Classification Number  

379

Main Entry-Personal Name  

Elgart, Kaitlyn E.

Publication, Distribution, etc. (Imprint  

[S.l.] : Vanderbilt University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

150 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

General Note  

Advisor: Turner, Lesley.

Dissertation Note  

Thesis (Ph.D.)--Vanderbilt University, 2024.

Summary, Etc.  

요약In this dissertation I use modern microeconomic methods to examine the impact of K-12 education policy interventions on student outcomes. In the first chapter I explore how increased funding for school policing and sentiment surrounding school policing can have downstream effects on student discipline, and how these effects vary by student and school characteristics. I leverage variation in school police presence induced by participation in a federal grant program in a difference-in-differences framework to show that, on average, suspension rates for Hispanic students increase significantly following grant receipt. Using natural language processing tools, I investigate how grant application content can influence these heterogeneous effects, and find that applications from school districts with a greater share of minority students are more likely to include negative language, and that this trickles down to worse outcomes for all students in those districts. The second chapter examines the impact of a grade retention policy on student outcomes in Tennessee, where legislation passed in 2011 requiring third-grade students to demonstrate reading proficiency before being promoted to fourth grade. We use a difference-in-differences approach to show that the policy had small but lasting positive effects on reading achievement and disciplinary outcomes of students targeted by the law, and do not find that this policy deters students from attending school. We concur that due to low overall retention rates and the nature of Tennessee's policy, which allowed students to participate in an alternative intervention in lieu of being retained, these positive results are likely driven by an increase in research-based interventions provided to students. The third chapter examines the impact of the Healthy Hunger-Free Kids Act of 2010, which aimed to improve the nutritional quality of school lunches nationwide, on student outcomes. Using a generalized difference-in-differences approach, I find that discipline rates in schools with greater exposure to shifts in school meal content decreased, and that these meal changes did not deter students from attending school.

Subject Added Entry-Topical Term  

Education policy.

Subject Added Entry-Topical Term  

Reading instruction.

Subject Added Entry-Topical Term  

Educational administration.

Index Term-Uncontrolled  

School police

Index Term-Uncontrolled  

School resource officers

Index Term-Uncontrolled  

Grade retention

Index Term-Uncontrolled  

Student achievement

Index Term-Uncontrolled  

School discipline

Added Entry-Corporate Name  

Vanderbilt University.

Host Item Entry  

Dissertations Abstracts International. 85-12A.

Electronic Location and Access  

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Control Number  

joongbu:654209