School Discipline and Racial Disparities in Early Adulthood
June 2021
Working Paper Number:
CES-21-14
Abstract
Despite interest in the role of school discipline in the creation of racial inequality, previous research has been unable to identify how students who receive suspensions in school differ from unsuspended classmates on key young adult outcomes. We utilize novel data to document the links between high school discipline and important young adult outcomes related to criminal justice contact, social safety net program participation, post-secondary education, and the labor market. We show that the link between school discipline and young adult outcomes tends to be stronger for Black students than for White students, and that inequality in exposure to school discipline accounts for approximately 30 percent of the Black-White disparities in young adult criminal justice outcomes and SNAP receipt.
Document Tags and Keywords
Keywords
Keywords are automatically generated using KeyBERT, a powerful and innovative
keyword extraction tool that utilizes BERT embeddings to ensure high-quality and contextually relevant
keywords.
By analyzing the content of working papers, KeyBERT identifies terms and phrases that capture the essence of the
text, highlighting the most significant topics and trends. This approach not only enhances searchability but
provides connections that go beyond potentially domain-specific author-defined keywords.
:
white,
racial,
race,
education,
student,
enrollment,
poverty,
disparity,
crime,
school,
enrolled,
grade,
adulthood
Tags
Tags are automatically generated using a pretrained language model from spaCy, which excels at
several tasks, including entity tagging.
The model is able to label words and phrases by part-of-speech,
including "organizations." By filtering for frequent words and phrases labeled as "organizations", papers are
identified to contain references to specific institutions, datasets, and other organizations.
:
Internal Revenue Service,
Department of Education,
Linear Probability Models,
Supplemental Nutrition Assistance Program
Similar Working Papers
Similarity between working papers are determined by an unsupervised neural
network model
know as Doc2Vec.
Doc2Vec is a model that represents entire documents as fixed-length vectors, allowing for the
capture of semantic meaning in a way that relates to the context of words within the document. The model learns to
associate a unique vector with each document while simultaneously learning word vectors, enabling tasks such as
document classification, clustering, and similarity detection by preserving the order and structure of words. The
document vectors are compared using cosine similarity/distance to determine the most similar working papers.
Papers identified with 🔥 are in the top 20% of similarity.
The 10 most similar working papers to the working paper 'School Discipline and Racial Disparities in Early Adulthood' are listed below in order of similarity.
-
Working PaperThere is Such Thing as a Free Lunch: School Meals, Stigma, and Student Discipline🔥
July 2022
Working Paper Number:
CES-22-23R
The Community Eligibility Provision (CEP) allows high-poverty schools to offer free meals to all students regardless of household income. Conceptualizing universal meal provision as a strategy to alleviate stigma associated with school meals, we hypothesize that CEP implementation reduces the incidence of suspensions, particularly for students from low-income backgrounds and minoritized students. We link educational records for students enrolled in Oregon public schools between 2010 and 2017 with administrative data describing their families' household income and social safety net program participation. Difference-in-differences analyses indicate that CEP has protective effects on the probability of suspension for students in participating schools, particularly for students from low-income families, students who received free or reduced-price meals prior to CEP implementation, and Hispanic students.View Full Paper PDF
-
Working PaperCapturing More Than Poverty: School Free and Reduced-Price Lunch Data and Household Income🔥
December 2017
Working Paper Number:
carra-2017-09
Educational researchers often use National School Lunch Program (NSLP) data as a proxy for student poverty. Under NSLP policy, students whose household income is less than 130 percent of the poverty line qualify for free lunch and students whose household income is between 130 percent and 185 percent of the poverty line qualify for reduced-price lunch. Linking school administrative records for all 8th graders in a California public school district to household-level IRS income tax data, we examine how well NSLP data capture student disadvantage. We find both that there is substantial disadvantage in household income not captured by NSLP category data, and that NSLP categories capture disadvantage on test scores above and beyond household income.View Full Paper PDF
-
Working PaperVirtual Charter Students Have Worse Labor Market Outcomes as Young Adults🔥
June 2023
Working Paper Number:
CES-23-32
Virtual charter schools are increasingly popular, yet there is no research on the long-term outcomes of virtual charter students. We link statewide education records from Oregon with earnings information from IRS records housed at the U.S. Census Bureau to provide evidence on how virtual charter students fare as young adults. Virtual charter students have substantially worse high school graduation rates, college enrollment rates, bachelor's degree attainment, employment rates, and earnings than students in traditional public schools. Although there is growing demand for virtual charter schools, our results suggest that students who enroll in virtual charters may face negative long-term consequences.View Full Paper PDF
-
Working PaperConsequences of Eviction for Parenting and Non-parenting College Students🔥
June 2025
Working Paper Number:
CES-25-35
Amidst rising and increasingly unaffordable rents, 7.6 million people are threatened with eviction each year across the United States'and eviction rates are twice as high for renters with children. One important and neglected population who may experience unique levels of housing insecurity is college students, especially given that one in five college students are parents. In this study, we link 11.9 million student records to eviction filings from housing courts, demographic characteristics reported in decennial census and survey data, incomes reported on tax returns by students and their parents, and dates of birth and death from the Social Security Administration. Parenting students are more likely than non-parenting students to identify as female (62.81% vs. 55.94%) and Black (19.66% vs. 14.30%), be over 30 years old (42.73% vs. 20.25%), and have parents with lower household incomes ($100,000 vs. $140,000). Parenting students threatened with eviction (i.e., had an eviction filed against them) are much more likely than non-threatened parenting students to identify as female (81.18% vs. 62.81%) and Black (56.84% vs. 19.66%). In models adjusted for individual and institutional characteristics, we find that being threatened with an eviction was significantly associated with reduced likelihood of degree completion, reduced post-enrollment income, reduced likelihood of being married post-enrollment, and increased post-enrollment mortality. Among parenting students, 38.38% (95% confidence interval (CI): 32.50-44.26%) of non-threatened students completed a bachelor's degree compared to just 15.36% (CI: 11.61-19.11%) of students threatened with eviction. Our findings highlight the long-term economic and health impacts of housing insecurity during college, especially for parenting students. Housing stability for parenting students may have substantial multigenerational benefits for economic mobility and population health.View Full Paper PDF
-
Working PaperPeer Income Exposure Across the Income Distribution🔥
February 2025
Working Paper Number:
CES-25-16
Children from families across the income distribution attend public schools, making schools and classrooms potential sites for interaction between more- and less-affluent children. However, limited information exists regarding the extent of economic integration in these contexts. We merge educational administrative data from Oregon with measures of family income derived from IRS records to document student exposure to economically diverse school and classroom peers. Our findings indicate that affluent children in public schools are relatively isolated from their less affluent peers, while low- and middle-income students experience relatively even peer income distributions. Students from families in the top percentile of the income distribution attend schools where 20 percent of their peers, on average, come from the top five income percentiles. A large majority of the differences in peer exposure that we observe arise from the sorting of students across schools; sorting across classrooms within schools plays a substantially smaller role.View Full Paper PDF
-
Working PaperMeasuring School Economic Disadvantage🔥
November 2022
Working Paper Number:
CES-22-50R
Many educational policies hinge on the valid measurement of student economic disadvantage at the school level. Measures based on free and reduced-price lunch enrollment are used widely. However, recent research raises questions about their reliability, particularly following the introduction of universal free lunch in certain schools and districts. Using unique data linking the universe of students in Oregon public schools to IRS tax records and other data housed at the U.S. Census Bureau, we provide the first examination of how well different measures capture school economic disadvantage. We find that, in Oregon, direct certification provides the best widely-available measure, both over time and across the distribution of school economic disadvantage. By contrast, neighborhood-based measures consistently perform relatively poorly.View Full Paper PDF
-
Working PaperThe Effects of Eviction on Children
May 2025
Working Paper Number:
CES-25-34
Eviction may be an important channel for the intergenerational transmission of poverty, and concerns about its effects on children are often raised as a rationale for tenant protection policies. We study how eviction impacts children's home environment, school engagement, educational achievement, and high school completion by assembling new data sets linking eviction court records in Chicago and New York to administrative public school records and restricted Census records. To disentangle the consequences of eviction from the effects of correlated sources of economic distress, we use a research design based on the random assignment of court cases to judges who vary in their leniency. We find that eviction increases children's residential mobility, homelessness, and likelihood of doubling up with grandparents or other adults. Eviction also disrupts school engagement, causing increased absences and school changes. While we find little impact on elementary and middle school test scores, eviction substantially reduces high school course credits. Lastly, we find that eviction reduces high school graduation and use a novel bounding method to show that this finding is not driven by differential attrition. The disruptive effects of eviction appear worse for older children and boys. Our evidence suggests that the impact of eviction on children runs through the disruption to the home environment or school engagement rather than deterioration in school or neighborhood quality, and may be moderated by access to family support networks.View Full Paper PDF
-
Working PaperPotential Bias When Using Administrative Data to Measure the Family Income of School-Aged Children
January 2025
Working Paper Number:
CES-25-03
Researchers and practitioners increasingly rely on administrative data sources to measure family income. However, administrative data sources are often incomplete in their coverage of the population, giving rise to potential bias in family income measures, particularly if coverage deficiencies are not well understood. We focus on the school-aged child population, due to its particular import to research and policy, and because of the unique challenges of linking children to family income information. We find that two of the most significant administrative sources of family income information that permit linking of children and parents'IRS Form 1040 and SNAP participation records'usefully complement each other, potentially reducing coverage bias when used together. In a case study considering how best to measure economic disadvantage rates in the public school student population, we demonstrate the sensitivity of family income statistics to assumptions about individuals who do not appear in administrative data sources.View Full Paper PDF
-
Working PaperSchool Accountability and Residential Location Patterns: Evaluating the Unintended Consequences of No Child Left Behind
January 2017
Working Paper Number:
CES-17-28
The 2002 to 2015 No Child Left Behind (NCLB) Act is often considered the most significant federal intervention into education in the United States since 1965 with the passage of the Elementary and Secondary Education Act. There is growing evidence that holding schools accountable is leading to some improved educational outcomes for students. There is in contrast very little work examining whether these sweeping reforms have unintended consequences for the communities which these schools are serving. As school attendance, particularly at the elementary school level, is closely tied to one's residence, placing sanctions on a school could have negative repercussions for neighborhoods if it provides new information on school failure. In contrast, if these sanctions also bring new resources, including financial resources or school choice, they could spark additional demand within a neighborhood. Through the use of restricted access census data, which includes local housing values, rents and individual residential choices in combination with the use of a boundary discontinuity identification strategy, this paper seeks to examine how failure to meet Adequate Yearly Progress (AYP), the key enforcement mechanism of NCLB, is shaping local housing markets and residential choices in five diverse urban school districts: New York, Los Angeles, Philadelphia, Detroit and Tucson.View Full Paper PDF
-
Working PaperUniversal Preschool Lottery Admissions and Its Effects on Long-Run Earnings and Outcomes
March 2023
Working Paper Number:
CES-23-09
We use an admissions lottery to estimate the effect of a universal (non-means tested) preschool program on students' long-run earnings, income, marital status, fertility and geographic mobility. We observe long-run outcomes by linking both admitted and non-admitted individuals to confidential administrative data including tax records. Funding for this preschool program comes from an Indigenous organization, which grants Indigenous students admissions preference and free tuition. We find treated children have between 5 to 6 percent higher earnings as young adults. The results are strongest for individuals from the lower half of the household income distribution in childhood. Likely mechanisms include high-quality teachers and curriculum.View Full Paper PDF
