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School-Based Disability Identification Varies by Student Family Income
December 2025
Authors:
Quentin Brummet,
Andrew Penner,
Emily Penner,
Leah R. Clark,
Michelle Spiegel,
Paul Y. Yoo,
Paul Hanselman,
Nicholas J. Ainsworth,
Christopher Cleveland,
Jacob Hibel,
Andrew Saultz,
Juan Camilo Cristancho
Working Paper Number:
CES-25-74
Currently, 18 percent of K-12 students in the United States receive additional supports through the identification of a disability. Socioeconomic status is viewed as central to understanding who gets identified as having a disability, yet limited large-scale evidence examines how disability identification varies for students from different income backgrounds. Using unique data linking information on Oregon students and their family income, we document pronounced income-based differences in how students are categorized for two school-based disability supports: special education services and Section 504 plans. We find that a quarter of students in the lowest income percentile receive supports through special education, compared with less than seven percent of students in the top income percentile. This pattern may partially reflect differences in underlying disability-related needs caused by poverty. However, we find the opposite pattern for 504 plans, where students in the top income percentiles are two times more likely to receive 504 plan supports. We further document substantial variation in these income-based differences by disability category, by race/ethnicity, and by grade level. Together, these patterns suggest that disability-related needs alone cannot account for the income-based differences that we observe and highlight the complex ways that income shapes the school and family processes that lead to variability in disability classification and services.
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Gifted Identification Across the Distribution of Family Income
December 2025
Authors:
Quentin Brummet,
Andrew Penner,
Emily Penner,
Leah R. Clark,
Michelle Spiegel,
Paul Hanselman,
Nicholas J. Ainsworth,
Aaron J. Ainsworth,
Christopher Cleveland,
Jacob Hibel,
Andrew Saultz
Working Paper Number:
CES-25-73
Currently, 6.1 percent of K-12 students in the United States receive gifted education. Using education and IRS data that provide information on students and their family income, we show pronounced differences in who schools identify as gifted across the distribution of family income. Under 4 percent of students in the lowest income percentile are identified as gifted, compared with 20 percent of those in the top income percentile. Income-based differences persist after accounting for student test scores and exist across students of different sexes and racial/ethnic groups, underscoring the importance of family resources for gifted identification in schools.
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Scientific Talent Leaks Out of Funding Gaps
February 2024
Working Paper Number:
CES-24-08
We study how delays in NIH grant funding affect the career outcomes of research personnel. Using comprehensive earnings and tax records linked to university transaction data along with a difference-in-differences design, we find that a funding interruption of more than 30 days has a substantial effect on job placements for personnel who work in labs with a single NIH R01 research grant, including a 3 percentage point (40%) increase in the probability of not working in the US. Incorporating information from the full 2020 Decennial Census and data on publications, we find that about half of those induced into nonemployment appear to permanently leave the US and are 90% less likely to publish in a given year, with even larger impacts for trainees (postdocs and graduate students). Among personnel who continue to work in the US, we find that interrupted personnel earn 20% less than their continuously-funded peers, with the largest declines concentrated among trainees and other non-faculty personnel (such as staff and undergraduates). Overall, funding delays account for about 5% of US nonemployment in our data, indicating that they have a meaningful effect on the scientific labor force at the national level.
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Patents, Innovation, and Market Entry
September 2023
Working Paper Number:
CES-23-45
Do patents facilitate market entry and job creation? Using a 2014 Supreme Court decision that limited patent eligibility and natural language processing methods to identify invalid patents, I find that large treated firms reduce job creation and create fewer new establishments in response, with no effect on new firm entry. Moreover, companies shift toward innovation aimed at improving existing products consistent with the view that patents incentivize creative destruction.
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Research and/or Development? Financial Frictions and Innovation Investment
August 2023
Working Paper Number:
CES-23-39
U.S. firms have reduced their investment in scientific research ('R') compared to product development ('D'), raising questions about the returns to each type of investment, and about the reasons for this shift. We use Census data that disaggregates 'R' from 'D' to study how US firms adjust their innovation investments in response to an external increase in funding cost. Companies with greater demand for refinancing during the 2008 financial crisis, made larger cuts to R&D investment. This reduction in R&D is achieved almost entirely by reducing investment in research. Development remains essentially unchanged. If other firms patenting similar technologies must refinance, however, then Development investment declines. We interpret the latter result as evidence of technological competition: firms are reluctant to cut Development expenditures when that could place them at a disadvantage compared to potential rivals.
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Virtual 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.
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Measuring the Characteristics and Employment Dynamics of U.S. Inventors
September 2022
Working Paper Number:
CES-22-43
Innovation is a key driver of long run economic growth. Studying innovation requires a clear view of the characteristics and behavior of the individuals that create new ideas. A general lack of rich, large-scale data has constrained such analyses. We address this by introducing a new dataset linking patent inventors to survey, census, and administrative microdata at the U.S. Census Bureau. We use this data to provide a first look at the demographic characteristics, employer characteristics, earnings, and employment dynamics of inventors. These linkages, which will be available to researchers with approved access, dramatically increases the scope of what can be learned about inventors and innovative activity.
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R&D or R vs. D?
Firm Innovation Strategy and Equity Ownership
April 2020
Working Paper Number:
CES-20-14
We analyze a unique dataset that separately reports research and development expenditures
for a large panel of public and private firms. Definitions of 'research' and 'development' in this dataset, respectively, correspond to definitions of knowledge 'exploration' and 'exploitation' in the innovation theory literature. We can thus test theories of how equity ownership status relates to innovation strategy. We find that public firms have greater research intensity than private firms, inconsistent with theories asserting private ownership is more conducive to exploration. We also find public firms invest more intensely in innovation of all sorts. These results suggest relaxed financing constraints enjoyed by public firms, as well as their diversified shareholder bases, make them more conducive to investing in all types of innovation. Reconciling several seemingly conflicting results in prior research, we find private-equity-owned firms, though not less innovative overall than other private firms, skew their innovation strategies toward development and away from research.
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The Need to Account for Complex Sampling Features when Analyzing Establishment Survey Data: An Illustration using the 2013 Business Research and Development and Innovation Survey (BRDIS)
January 2017
Working Paper Number:
CES-17-62
The importance of correctly accounting for complex sampling features when generating finite population inferences based on complex sample survey data sets has now been clearly established in a variety of fields, including those in both statistical and non statistical domains. Unfortunately, recent studies of analytic error have suggested that many secondary analysts of survey data do not ultimately account for these sampling features when analyzing their data, for a variety of possible reasons (e.g., poor documentation, or a data producer may not provide the information in a publicuse data set). The research in this area has focused exclusively on analyses of household survey data, and individual respondents. No research to date has considered how analysts are approaching the data collected in establishment surveys, and whether published articles advancing science based on analyses of establishment behaviors and outcomes are correctly accounting for complex sampling features. This article presents alternative analyses of real data from the 2013 Business Research and Development and Innovation Survey (BRDIS), and shows that a failure to account for the complex design features of the sample underlying these data can lead to substantial differences in inferences about the target population of establishments for the BRDIS.
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Effects of a Government-Academic Partnership: Has the NSF-Census Bureau Research Network Helped Improve the U.S. Statistical System?
January 2017
Authors:
Lars Vilhuber,
John M. Abowd,
Daniel Weinberg,
Jerome P. Reiter,
Matthew D. Shapiro,
Robert F. Belli,
Noel Cressie,
David C. Folch,
Scott H. Holan,
Margaret C. Levenstein,
Kristen M. Olson,
Jolene Smyth,
Leen-Kiat Soh,
Bruce D. Spencer,
Seth E. Spielman,
Christopher K. Wikle
Working Paper Number:
CES-17-59R
The National Science Foundation-Census Bureau Research Network (NCRN) was established in 2011 to create interdisciplinary research nodes on methodological questions of interest and significance to the broader research community and to the Federal Statistical System (FSS), particularly the Census Bureau. The activities to date have covered both fundamental and applied statistical research and have focused at least in part on the training of current and future generations of researchers in skills of relevance to surveys and alternative measurement of economic units, households, and persons. This paper discusses some of the key research findings of the eight nodes, organized into six topics: (1) Improving census and survey data collection methods; (2) Using alternative sources of data; (3) Protecting privacy and confidentiality by improving disclosure avoidance; (4) Using spatial and spatio-temporal statistical modeling to improve estimates; (5) Assessing data cost and quality tradeoffs; and (6) Combining information from multiple sources. It also reports on collaborations across nodes and with federal agencies, new software developed, and educational activities and outcomes. The paper concludes with an evaluation of the ability of the FSS to apply the NCRN's research outcomes and suggests some next steps, as well as the implications of this research-network model for future federal government renewal initiatives.
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