Research

Works in Progress:

"Examining the Effects of Tennessee's Third-grade Retention Policy on Student Achievement, Discipline, and Attendance"

with Dr. Susan Kemper Patrick | Under Review 

Abstract: This study 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 estimate the effect of the retention policy on achievement, attendance, and disciplinary outcomes. We find that the policy had dsmall but lasting positive effects on the reading achievement and disciplinary outcomes of students targeted by the law. We also find evidence of heterogeneous effects for certain student subgroups, and that results hold for students who have never experienced retention. Due to the nature of Tennessee's retention policy, which required that students not demonstrating adequate reading proficiency either be retained or participate in a research-based intervention, the pattern of results suggest that positive effects are likely driven by an increase in research-based interventions provided to students who are at risk of retention.

Presentations: 

• Tennessee State Board of Education Workshop - February 2022 

• AEFP 47th Annual Conference - March 2022

• Tennessee State Board of Education Literacy Study Committee Meeting - May 2022

• APPAM Fall Research Conference - November 2022 

"Motivations and Consequences of School Policing: Evidence from the COPS Hiring Program" 

Abstract: This study examines the effect of funding for School Resource Officers on student discipline outcomes using evidence from a federal grant program for school-based policing. I exploit variation in timing of grant receipt in a difference-in-differences framework to examine the causal impact of grant receipt on student discipline. I explore heterogeneous effects by student demographics, grade level, and district demographic composition. I find that, on average, suspension rates for Hispanic students increase 10-15% relative to the mean following grant receipt. Further, I use natural language processing tools to analyze the content of applications. I find that applications from school districts with a greater share of Black or Hispanic students are more likely to include negative sentiment, which trickles down to worse outcomes for all students in those districts.

Presentations: 

• Southern Economic Association 93rd Annual Meeting - November 2023

"School Lunch Nutrition and Student Outcomes: Analyzing the Impact and Implementation of the Healthy Hunger-Free Kids Act of 2010"