Ba bài tiểu luận về tác động của chính sách phân bổ học sinh - Sun Jung Oh, Syracuse University

Syracuse University SURFACE Dissertations - ALL SURFACE 6-1-2015 Three essays on the impact of student assignment policies Sun Jung Oh Syracuse University Follow this and additional works at: https://surface.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Oh, Sun Jung, "Three essays on the impact of student assignment policies" (2015).edu/etd/264 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact surface@syr. Abstract This dissertation is comprised of three essays, which study the impact of student assignment policies.

The first two papers investigate the impacts of the removal of school desegregation plans on school racial segregation and on ninth grade repetition rates in the U. The third paper examines the impact of the school choice policy in Seoul, Korea on school segregation by academic performance levels. Over the last two decades, half of school districts that were subject to court desegregation orders in the U. were released from those court orders.

In response, many school districts modified student assignment plans that had been adopted to integrate public schools. Chapter 1 documents the changes in school desegregation plans and examines the effect of the changes on racial school segregation in approximately 100 school districts. Analysis of student enrollment data from 1988 to 2012 suggests that recent changes in student assignment plans caused a moderate increase in school racial segregation. The results of additional analysis of the types of policy changes suggest that the overall effect on school segregation is driven by the school districts that replaced school desegregation plans with neighborhood-based assignment plans.

Districts that replaced race considerations with socioeconomic factors and that expanded school choice options did not experience an increase in school segregation. Chapter 2 examines the impact of the changes in school desegregation plans documented in the Chapter 1 on ninth grade repetition rates in the same districts. Analysis of data from 1988 to 2012 suggests that the removal of school desegregation plans caused a statistically significant increase in the ninth grade repetition rates of about 0. I also find that the impact on the ninth grade repetition rates is driven by the school districts where school segregation was substantially increased due to the changes in desegregation policies.

The impact on the ninth grade repetition rate is driven by the school districts where school segregation was substantially increased by the changes in desegregation policies. In addition, I find no evidence that the desegregation policy changes affect student movements from other districts or private schools. Chapter 3 examines the impact of school choice policy in Seoul, Korea on school segregation by student performance levels. Seoul, Korea replaced random assignment of schools with school choice in 2010.

By exploiting the policy change, this paper examines the effect of school choice on student sorting by ability. I find that schools became segregated by student performance levels following the implementation of the school choice policy in Seoul. The results of this paper suggest that school choice increases school segregation by academic performance levels even in a racially homogenous country. THREE ESSAYS ON THE IMPACT OF STUDENT ASSIGNMENT POLICIES by Sun Jung Oh M., Syracuse University, 2011 Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Social Science.

Syracuse University June 2015 Copyright © Sun Jung Oh 2015 All Rights Reserved Acknowledgements This research was supported by a grant from the American Educational Research Association which receives funds for its "AERA Grants Program" from the National Science Foundation under Grant #DRL-0941014. Opinions reflect those of the author and do not necessarily reflect those of the granting agencies. I thank faculty members and friends at Syracuse University and my family and friends in Korea for their support. I especially thank Dr.

Robert Bifulco Jr. Yinger for their comments on my dissertation. All errors are my own. v Table of Contents Chapter 1.

The end of school desegregation plans: Policy changes and school segregation 1.3 Types of Policy changes ………………………………………………………………….2 School Segregation by School Types ……………………………………………….3 Robustness and Sensitivity Checks …………………………………………………. The impact of ending school desegregation plans on ninth grade repetition rates 2.2 School Segregation and Ninth Grade Repetition Rates……………………………….3 Ruling out Alternative Explanations ………………………………………………… 69 2. Effects of school choice on student sorting by ability: Evidence from Seoul, Korea 3.1 Test of Within-Attendance Zone Balance in Student Distribution in 2009………….2 Effects of Autonomous School Opening on Elite Students’ Movement ……………. 123 Appendix A Bibliography and Details of Changes in School Desegregation Plans ……….… 138 vii List of Tables Table 1-1 List of Sample Districts and Major Policy Changes since 1990 …………….

36 Table 1-2 Baseline Statistics of Sample Districts …………………………………………. 38 Figure 1-1 Trends in School Segregation ……………………………………………………. 39 Table 1-3 Estimated Effects on School Segregation ………………………………………. 40 Table 1-4 Estimated Effects on School Segregation by School Types …………………….

41 Table 1-5 Estimated Effects on School Segregation: Within-group Analysis ………………. 42 Table 1-6 Estimated Effects on School Segregation – Sensitivity Checks …………………. 43 Table 1-7 Estimated Effects on School Segregation – Alternative Classification …………… 44 Table 1-8 Estimated Effects on School Segregation with Alternative Length of Time Period .45 Table 2-1 List of Sample Districts and Major Policy Changes since 1990 …………………. 81 Table 2-2 Baseline Statistics of Sample Districts …………………………………………….

83 Table 2-3 Estimated Effects on 9th Grade Repetition Rates …………………………………. 84 Table 2-4 Estimated Effects on 9th Grade Repetition Rates – Alternative Specification ….… 85 Table 2-5 Estimated Effects on 9th Grade Repetition Rates by School Segregation Impact. 86 Table 2-6 Estimated Effects on Public School Enrollment by Race …………………………. 87 Table 2-7 Estimated Effects on Public School Enrollment by Grade ……………………….

88 Table 2-8 Estimated Effects on Private School Enrollment by Grade ……………………. 89 Table 2-9 Estimated Effects on 9th Grade Repetition Rates by the Number of Schools …. 90 Table 2-10 Estimated Effects on 9th Grade Repetition Rates – Tests of Bias by Other Events. 91 Figure 3-1 School and Administrative Districts in Seoul (2009).

125 Figure 3-2 Student Random Assignment Mechanisms (2009) ……………………. 126 Table 3-1 List of Attendance Zones in Seoul and High School Characteristics in 2009 .…… 127 Table 3-2 Changes in School Segregation ……………………. 128 Table 3-3 Average Oversubscription Rates of Each Attendance Zone by School Types (2010) 129 Table 3-4 Tests of Within-Attendance Zone Balance in Baseline Achievement (2009) ……. 130 Table 3-5 Changes in Proportions of the Upper-ranked Students between 2009 and 2010.

131 Table 3-6 Estimated Effects on School Segregation by Student Academic Performance …. 132 Table 3-7 Estimated Effects on School Segregation using Greater Attendance Zones …….… 133 Table 3-8 Estimated Effects on School Segregation using Smaller Attendance Zones …. 134 Table 3-9 Estimated Effects on School Segregation by Free Lunch Eligibility ……………… 135 Table 3-10 School Characteristics by High School Attendance Zones in Seoul (2009). 136 Table 3-11 Estimated Effects on Oversubscription Rates ………….

The end of school desegregation plans: Policy changes and school segregation 1. Introduction Over the last two decades, half of the school districts that were ever under court desegregation orders have been released from their obligation to maintain desegregated schools (Reardon, Grewal, Kalogrides, & Greenberg, 2012).1 A number of studies have found racial segregation across schools within a district tends to increase following the district’s release from desegregation court orders (Clotfelter, Vigdor, & Ladd, 2006; Lutz, 2011; Orfield & Eaton, 1996; Reardon et al. A small number of studies have also examined the effect of these changes on residential location patterns (Billings, Deming, & Rockoff, 2014; Liebowitz & Page, 2014; Lutz, 2011; Weinstein, 2013). No studies find any impact of these changes on residential segregation, but Lutz (2011) and Liebowitz and Page (2014) find residential movements of whites into the districts that removed desegregation plans and into whiter school attendance zones within the same district, respectively.

In addition to the impact on segregation, studies have found that the recent changes in school desegregation plans negatively affect student outcomes. Billings et al. (2014) find that the end of race-based busing in Charlotte-Mecklenburg, North Carolina negatively affects high school test scores for both white and minority students, high school graduation and four-year college attendance for whites, and crime rates for minority males in majority-minority schools. Using approximately 100 school districts, Lutz (2011) also finds that dismissal of a court order leads to small increases in black dropout rates in non-Southern districts.

Oh (2015) finds that the 1 According to Reardon et al. (2012), 754 districts with enrollments greater than 2,000 were subject to court desegregation orders. Among these districts, 372 were released from the orders. Four school districts that were identified as being under court orders as of early 2009 by Reardon et al.

2 recent changes in school desegregation increase the ninth grade repetition rate which is closely related to high school dropout rates. Previous studies that examined a large number of districts focus solely on court rulings that release districts from desegregation requirements, so they may provide a limited view of the effects of changes in school desegregation plans. First, the changes in school desegregation plans associated with court rulings have been quite varied, and subsequent effects on segregation are likely to depend on the nature of these changes. Examining the average effect of being released from school desegregation orders ignores the differences in student assignment plans adopted by school districts, so focusing on the average effect may miss important policy implications.

Second, because the timing of court rulings is often not contemporaneous with changes in school desegregation plans, focusing on court rulings can provide misleading estimates of the effects of these changes. There can be a substantial time gap between the year of the court decision and the changes in school desegregation plans. Initial desegregation plans were often implemented closely after desegregation court orders. Nonetheless, most studies use variation in the years that major school desegregation plans were implemented rather than the years of initial desegregation orders in order to identify the effect of school desegregation (Baum-Snow & Lutz, 2011; Guryan, 2004; Reber, 2005; Weiner, Lutz, & Ludwig, 2009).

However, despite a much weaker connection between the timing of court decisions that release a district from school desegregation obligations and the removal of desegregation plans, studies that examined re-segregation have relied solely on variation in the year of the court decision to identify policy effects (Clotfelter et al., 2006; Lutz, 2011; Reardon et al. This paper extends previous studies examining the effects of ending court desegregation orders on school segregation in two ways. First, based on in-depth archival research of roughly 3 100 school districts, I document the year of the major changes in school desegregation plans and classify the types of the policy changes that occurred following release from court-ordered desegregation plans or under continuing desegregation obligations. Second, I examine how ending school desegregation plans has affected school segregation, and whether these effects depend on the type of school assignment policies adopted.

In the sample districts examined here, the most common change to student assignment policies is that school districts ended cross-town busing plans and started assigning students to neighborhood schools. A second, smaller set of school districts have replaced student assignment plans designed to promote racial balance across schools with the plans designed to promote balance on socioeconomic (SES) factors. A third set of districts have responded to being released from desegregation obligations by expanding parent’s opportunities to choose the public school their child attends (e., open enrollment plans, interdistrict transfers, and specialized magnet schools). Existing research does not tell us how these various types of changes in student assignment policies are likely to influence racial segregation across schools.

Many have feared that a return to neighborhood assignment policies would lead to the re-segregation of schools by race (Orfield & Eaton, 1996). Studies, however, have tended not to clearly distinguish neighborhood assignment policies from other types of policy changes.