Over the past decade, several state and federal policies have directed schools to mainstream English Language Learner (ELL) students into English-only instruction classrooms. While there is mixed evidence on the effects of these immersion policies on the ELL students, research examining potential peer effects on their non-ELL classmates is…

Using the ECLS-K and considering first graders in single-grade and K-1 and 1-2 combination classes, I discuss the mechanisms underlying the combination-class effect and address the systematic school-, teacher-, and student-level differences that confound estimates of this effect. I find evidence for positive selection into 1-2 classes, but using a…

This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S.…

Today's children experience a decreased amount of time at recess and fewer physical education (PE) classes throughout the school day. Breaks for physical activity limit class time for academics, potentially reducing learning. However, breaks may improve alertness and achievement. Using the Early Childhood Longitudinal Survey Kindergarten Class of…

Knowing whether time spent in formal schooling increases student achievement, and by how much, is important for policymakers interested in determining efficient use of resources. Using the ECLS-K, we exploit quasi-randomness in the timing of assessment dates to examine this question. Conservative estimates suggest a year of school results in gains…

We use panel data from the kindergarten and 1st grade waves of the Early Childhood Longitudinal Study-Kindergarten Class to investigate whether increases in schooling inputs in the form of smaller classes "crowd out" parental inputs. We estimate child fixed-effect and fixed-effect-instrumental-variable models to identify the causal effects of…

Over the past three decades, enrollment in full-day kindergarten has grown considerably--from roughly one-tenth to just over half of US kindergartners today. Full-day kindergarten reappeared first in the 1960s as an intervention designed to help disadvantaged children ''catch up'' to their peers through additional schooling. More recently, it has…

Prekindergarten programs are expanding rapidly but evidence on their effects is limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children's school readiness. We find that prekindergarten is associated with higher reading and mathematics skills at school entry, but also higher levels of…

A fundamental issue inherent to education policy is whether teacher qualifications such as certification status, degree level, preparation, and experience predict student achievement. While existing research provides some direction regarding the potential importance of these qualifications for productivity in secondary schools, less is known about…