Barbara L. Schneider
Michigan State University
East Lansing, MI 48824-1034
NBER Working Papers and Publications
|February 2016||Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan|
with Brian Jacob, Susan Dynarski, Kenneth Frank: w22013
This paper examines the impacts of the Michigan Merit Curriculum, a statewide college preparatory curriculum that applies to the high school graduating class of 2008 and later. We use a student, longitudinal database for all public school students in Michigan for the main analyses, and complement this with analyses from a state-year panel. The study employs several non-experimental approaches, including a comparative interrupted time series and a synthetic control method. Our analyses suggest that the higher expectations embodied in the MMC has had little impact on student outcomes. Looking at student performance on the ACT, the only clear evidence of a change in academic performance comes in science. Our best estimates indicate that ACT science scores improved by 0.2 points (or roughly 0....
Published: Brian Jacob & Susan Dynarski & Kenneth Frank & Barbara Schneider, 2017. "Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan," Educational Evaluation and Policy Analysis, vol 39(2), pages 333-360.
|November 2000||Time Use and Population Representation in the Sloan Study of Adolescents|
with Casey B. Mulligan, Rurtin Wolfe: t0265
Do studies of time use interfere too much in the lives of the subjects? As a result are those who agree to participate a biased sample of the population? We examine the characteristics of the Experience Sampling Method (ESM) adolescent sample from the Alfred P. Sloan Study of Youth and Social Development in order to detect and quantify instances of sampling and nonresponse bias. According to available proxies for time use and standard demographic variables, the Sloan ESM sample is nearly representative in terms of teen employment rates, parental employment rates, a student's grade point average, and TV watching. Work hours are slightly undercounted in the study because of slightly higher nonresponse rates by teenagers working long hours. The sample is less representative in terms of t...