School suspension and expulsion are important forms of punishment that disproportionately affect Black students, with long-term consequences for educational attainment and other indicators of wellbeing. Prior research identifies three mechanisms that help account for racial disparities in suspension and expulsion: between-school sorting, differences in student behaviors, and differences in the treatment and support of students with similar behaviors. We extend this literature by (1) comparing the contributions of these three mechanisms in a single study, (2) assessing behavior and school composition when children enter kindergarten and before most are exposed to school discipline, and (3) using both teacher and parent reports of student behaviors. Decomposition analyses reveal that differential treatment and support account for 46 percent of the Black/White gap in suspension/expulsion, while between-school sorting and differences in behavior account for 21 percent and 9 percent of the gap respectively. Results are similar for boys and girls and robust to the use of school fixed effects and measures of school composition and student behavior at ages 5 and 9. Theoretically, our findings highlight differential treatment/support after children enter school as an important but understudied mechanism in the early criminalization of Black students.

Educational assortative mating patterns in the United States have changed since the 1960s, but we know little about the effects of these patterns on children, particularly on infant health. Rising educational homogamy may alter prenatal contexts through parental stress and resources, with implications for inequality. Using 1969–1994 NVSS birth data and aggregate cohort-state census measures of spousal similarity of education and labor force participation as instrumental variables (IV), this study estimates the effects of parental educational similarity on infant health. Controlling for both maternal and paternal education, results support family systems theory and suggest that parental educational homogamy is beneficial for infant health while hypergamy is detrimental. These effects are stronger in later cohorts and are generally limited to mothers with more education. Hypogamy estimates are stable by cohort, suggesting that rising female hypogamy may have limited effect on infant health. In contrast, rising educational homogamy could have increasing implications for infant health. Effects of parental homogamy on infant health could help explain racial inequality of infant health and may offer a potential mechanism through which inequality is transmitted between generations.

Getting Down to Facts is the largest independent investigation ever of how California governs and funds public education. It was commissioned at the request of a bipartisan group of California leaders, including the governor's Advisory Committee on Educational Excellence, the president pro tem of the California Senate, the speaker of the California Assembly, the superintendent of public instruction, and the state secretary of education. The purpose of this unprecedented project was to describe California's school fiance and governance systems, identify aspects of those systems that hinder the effective use of resources, and estimate costs of achieving a range of student outcome goals. The project was not designed to advance specific policy recommendations, but rather aims to provide a common factual ground to promote informed conversation among policy makers and the public as they consider necessary reforms. Coordinated by Stanford University's Institute for Research on Education Policy and Practice, the project was independently financed by the Bill and Melinda Gates Foundation, the William and Flora Hewlett Foundation, the James Irvine Foundation, and the Stuart Foundation. The resulting twenty-three reports represent eighteen months of research completed in early 2007 by scholars at universities and research institutions across the nation.

Research has not investigated how much of the previously documented positive association between high school religious service attendance and college grades is mediated by campus religious group participation. Nor do we know whether campus religious group involvement is an important mediator for black and Hispanic students who experience grade-lowering stereotype threat at historically white institutions. Path analyses conducted on a racially diverse sample of students at 28 elite institutions indicate that religious group involvement in college mediates the positive relationship between high school service attendance and college grades for Hispanic and to some extent black students. For Asian and white students, high school service attendance is positively associated with grades net of religious group involvement on campus. Asians frequently attending high school services on average earn a grade-point average of 0.12 points above Asians who never attended, net of controls.

We characterize intergenerational income mobility at each college in the United States using data for over 30 million college students from 1999-2013. We document four results. First, access to colleges varies greatly by parent income. For example, children whose parents are in the top 1% of the income distribution are 77 times more likely to attend an Ivy League college than those whose parents are in the bottom income quintile. Second, children from low- and high-income families have similar earnings outcomes conditional on the college they attend, indicating that low-income students are not mismatched at selective colleges. Third, rates of upward mobility – the fraction of students who come from families in the bottom income quintile and reach the top quintile – differ substantially across colleges because low-income access varies significantly across colleges with similar earnings outcomes. Rates of bottom-to-top quintile mobility are highest at certain mid-tier public universities, such as the City University of New York and California State colleges. Rates of upper-tail (bottom quintile to top 1%) mobility are highest at elite colleges, such as Ivy League universities. Fourth, the fraction of students from low-income families did not change substantially between 2000-2011 at elite private colleges, but fell sharply at colleges with the highest rates of bottom-to-top-quintile mobility. Although our descriptive analysis does not identify colleges' causal effects on students' outcomes, the publicly available statistics constructed here highlight colleges that deserve further study as potential engines of upward mobility.

Are teachers' impacts on students' test scores ("value-added") a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores exhibit little bias in forecasting teachers' impacts on student achievement.

Using 41 million observations on savings for the population of Denmark, we show that the effects of retirement savings policies on wealth accumulation depend on whether they change savings rates by active or passive choice. Subsidies for retirement accounts, which rely on individuals to take an action to raise savings, primarily induce individuals to shift assets from taxable accounts to retirement accounts. We estimate that each $1 of government expenditure on subsidies increases total saving by only 1 cent. In contrast, policies that raise retirement contributions if individuals take no action—such as automatic employer contributions to retirement accounts—increase wealth accumulation substantially. We estimate that approximately 15% of individuals are “active savers” who respond to tax subsidies primarily by shifting assets across accounts; 85% of individuals are “passive savers” who are unresponsive to subsidies but are instead heavily influenced by automatic contributions made on their behalf. Active savers tend to be wealthier and more financially sophisticated. We conclude that automatic contributions are more effective at increasing savings rates than subsidies for three reasons: (i) subsidies induce relatively few individuals to respond, (ii) they generate substantial crowd-out conditional on response, and (iii) they do not increase the savings of passive individuals, who are least prepared for retirement.

Are teachers' impacts on students' test scores ("value-added") a good measure of their quality? This question has sparked debate partly because of a lack of evidence on whether high value-added (VA) teachers improve students' long-term outcomes. Using school district and tax records for more than one million children, we find that students assigned to high-VA teachers are more likely to attend college, earn higher salaries, and are less likely to have children as teenagers. Replacing a teacher whose VA is in the bottom 5% with an average teacher would increase the present value of students' lifetime income by approximately $250,000 per classroom.

We study estimation and inference in settings where the interest is in the effect of a potentially endogenous regressor on some outcome. To address the endogeneity, we exploit the presence of additional variables. Like conventional instrumental variables, these variables are correlated with the endogenous regressor. However, unlike conventional instrumental variables, they also have direct effects on the outcome, and thus are “invalid” instruments. Our novel identifying assumption is that the direct effects of these invalid instruments are uncorrelated with the effects of the instruments on the endogenous regressor. We show that in this case the limited-information-maximum-likelihood (liml) estimator is no longer consistent, but that a modification of the bias-corrected two-stage-least-square (tsls) estimator is consistent. We also show that conventional tests for over-identifying restrictions, adapted to the many instruments setting, can be used to test for the presence of these direct effects. We recommend that empirical researchers carry out such tests and compare estimates based on liml and the modified version of bias-corrected tsls. We illustrate in the context of two applications that such practice can be illuminating, and that our novel identifying assumption has substantive empirical content.