Using Synthetic Controls to Evaluate the Effect of Unique Interventions: The Case of Say Yes to Education.

Background: "Place-based" scholarships seek to improve student outcomes in urban school districts and promote urban revitalization in economically challenged cities. Say Yes to Education is a unique district-wide school reform effort adopted in Syracuse, NY, in 2008. It includes full-tuition scholarships for public and private universities, coupled with extensive wraparound support services in schools.

Do High School Peers Have Persistent Effects on College Attainment and Other Life Outcomes?

Using data from the National Longitudinal Study of Adolescent Health, this study examines the impact of high school cohort composition on the educational and labor market outcomes of individuals during their early 20s and again during their late 20s and early 30s. We find that the positive effects of having more high school classmates with a college educated mother on college attendance in the years immediately following high school decline as students reach their later 20s and early 30s, and are not followed by comparable effects on college completion and labor market outcomes. The results suggest that factors that increase college attendance are not always sufficient to improve college graduation rates and longer term outcomes.

Public school choice and integration evidence from Durham, North Carolina.

Using evidence from Durham, North Carolina, we examine the impact of school choice programs on racial and class-based segregation across schools. Reasonable assumptions about the distribution of preferences over race, class, and school characteristics suggest that the segregating choices of students from advantaged backgrounds are likely to outweigh any integrating choices by disadvantaged students. The results of our empirical analysis are consistent with these theoretical considerations.

Addressing self-selection bias in quasi-experimental evaluations of whole-school reform. A comparison of methods.

This article discusses potential sources of self-selection bias in quasi-experimental evaluations of whole-school reform models and considers how individual student-level data might be used to provide valid impact estimates. Although repeated pretreatment and posttreatment measures of student performance can provide unbiased estimates under relatively weak assumptions, such data are difficult to obtain. The article develops an instrumental variable strategy that can be used to improve on common value-added estimators when only posttreatment measures of performance are available.