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Free to Choose: A Personal Statement

Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fadeout. We review the evidence for persistence and fadeout, drawing primarily on evidence from educational interventions. We conclude that 1) fadeout is widespread, and often co-exists with persistence; 2) fadeout is a substantive phenomenon, not merely a measurement artefact; and 3) persistence depends on the types of skills targeted, the institutional constraints and opportunities within the social context, and complementarities between interventions and subsequent environmental affordances. We discuss the implications of these conclusions for research and policy.

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Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions.

LSP stands for Louisiana Scholarship Program. 25. Ibid. Granted, Louisiana’s underperforming public schools could – in theory – have suddenly started making huge gains, and this remarkable phenomenon could – in theory – have been completely overlooked by everybody right up to the point where it was needed to explain away the empirical findings of the research on Louisiana’s voucher program, whereupon it was suddenly discovered. Evaluating the plausibility of this hypothesis is left as an exercise for the reader. For discussion of these alternative theories, see the articles and blog posts cited in Jason Bedrick, “The Folly of Overregulating School Choice: A Response to Critics,” Cato at Liberty (blog), Jan. 8, 2016, http://www.cato.org/blog/folly-overregulating-schoolchoice-response-critics. 26. This report’s count of studies examining public school effects differs somewhat from that in Patrick J. Wolf and Anna J. Egalite, Pursuing Innovation: How Can Educational Choice Transform K–12 Education in the U.S.? (Indianapolis: Friedman Foundation for Educational Choice, 2016), http://www.edchoice.org/wp-content/ uploads/2016/05/2016-4-Pursuing-Innovation-WEB.pdf. The main reason for the difference is a stricter screen used by Wolf and Egalite, which excludes studies included in this report. Wolf and Egalite are not just reviewing what the research finds but conducting an integrative evaluation of the state of knowledge in the field. A stricter screen is appropriate to their integrative purpose just as a more inclusive screen is appropriate to the descriptive purpose of this report. (Integrative and evaluative comments are offered in the text of this report, but they are not its main purpose.) Also, Wolf and Egalite have stated to the author of this report that one study included here (the Bowen and Trivitt study in Florida) came out too late to be included in their report. 27. Nicholas Mader, “School Choice, Competition and Academic Quality: Essays on the Milwaukee Parental Choice Program” (PhD diss., Univ. of Wisconsin-Madison, 2010) ProQuest (3424049). 28. David N. Figlio and Cassandra M. D. Hart, “Does Competition Improve Public Schools? New Evidence from the Florida Tax-Credit Scholarship Program,” Education Next 11, no. 1 (Winter 2011), pp. 7480, http://educationnext.org/files/ednext_20111_Figlio.pdf. 29. Figlio and Hart, “Competitive Effects of Means-Tested School Vouchers,” American Economic Journal: Applied Economics 6, no. 1 (Jan. 2014), pp. 133-56, doi:10.1257/app.6.1.133. doi:10.1257/app.6.1.133. 30. Cecilia E. Rouse , Jane Hannaway, Dan Goldhaber, and David N. Figlio, “Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure,” Working Paper 13 (Washington, DC: American Institutes for Research, National Center for Analysis of Longitudinal Data in Education Research, 2007), http://files.eric.ed.gov/fulltext/ED509667.pdf. 31. Cecilia E. Rouse, Jane Hannaway, Dan Goldhaber, and David N. Figlio, “Feeling the Florida Heat: How Low Performing Schools Respond to Voucher and Accountability Pressure,” American Economic Journal: Economic Policy 5, no. 2 (May 2013), pp. 251–81, doi:10.1257/pol.5.2.251. 32. Daniel Bowen and Julie Trivitt, “Stigma without Sanctions: The (Lack of) Impact of Private School Vouchers on Student Achievement,” Education Policy Analysis Archives 22, no. 87 (Aug. 2014), pp. 1-19. doi:10.14507/epaa.v22n87.2014. 33. Greg Forster, Lost Opportunity: An Empirical Analysis of How Vouchers Affected Florida Public Schools, School Choice Issues in the State (Indianapolis: Friedman Foundation for Educational Choice, 2008), http://www.edchoice.org/wp-content/uploads/2015/09/ Lost-Opportunity-How-Vouchers-Affected-Florida-Public-Schools. pdf. 34. Bowen and Trivitt, “Stigma without Sanctions,” p. 11. 35. John W. Diamond, Should Texas Adopt a School Choice Program? An Evaluation of the Horizon Scholarship Program in San Antonio (Austin: Texas Public Policy Foundation, 2007), http://old.texaspolicy.com/ sites/default/files/documents/2007-03-RR03-education-diamond. pdf. 36. John Merrifield and Nathan L. Gray, “An Evaluation of the CEO Horizon, 1998-2008, Edgewood Tuition Voucher Program,” Journal of School Choice 3, no. 4 (2009), p. 414-15, doi:10.1080/15582150903430764. 37. Nathan L. Gray, John D. Merrifield, and Kerry A. Adzima, “A Private Universal Voucher Program’s Effects on Traditional Public Schools,” Journal of Economics and Finance 39, no. 1 (Dec. 2014), pp. 1–26, doi:10.1007/s12197-014-9309-z. 38. Anna J. Egalite, Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana and Indiana, PEPG 14-05 (Cambridge, MA: Harvard Univ., Program on Education Policy and Governance, 2014). 39. Egalite, The Competitive Effects of the Louisiana Scholarship Program on Public School Performance, Louisiana Scholarship Program Evaluation Report 4 (Fayetteville: Univ. of Ark., School Choice Demonstration Project; New Orleans: Tulane Univ., Education Research Alliance, 2016), http://educationresearchalliancenola.org/ files/publications/Report-4-LSP-Competitive-Effects.pdf 40. For details see the discussions in the 2009 and 2011 editions of this report, as well as Matthew Carr’s study of Ohio’s EdChoice program, discussed in the 2013 edition of this report. 41. Author’s calculations; Thomas D. Snyder, Cristobal de Brey, and Sally A. Dillow, Digest of Education Statistics 2014, NCES 2016006 (Washington, DC: US Dept. of Education, National Center for Education Statistics, 2016), pp. 380-81, table 235.10, http://nces. ed.gov/pubs2016/2016006.pdf. 42. Susan L. Aud, School Choice by the Numbers: The Fiscal Effect of School Choice Programs, 1990-2006, School Choice Issues in Depth (Indianapolis: Milton and Rose D. Friedman Foundation, 2006), http://www.edchoice.org/wp-content/uploads/2015/09/ Education-by-the-Numbers-Fiscal-Effect-of-School-ChoicePrograms.pdf.

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A Win-Win Solution: The Empirical Evidence on School Choice. Third Edition.

School-choice policies are expected to generate healthy competition between schools, leading to improvements in school quality and better outcomes for students. However, the empirical literature te...

The Competitive Effects of School Choice on Student Achievement: A Systematic Review:

This article provides advice on how to meet the practical challenges of experimental methods within public management research. We focus on lab, field, and survey experiments. For each of these types of experiments we outline the major challenges and limitations encountered when implementing experiments in practice and discuss tips, standards, and common mistakes to avoid. The article is multi-authored in order to benefit from the practical lessons drawn by a number of experimental researchers.

Conducting Experiments in Public Management Research: A Practical Guide

I review the literature on how parents select schools when participating in private choice programs in the United States. I address two sub-questions. First, do parents have the incentives and moti...

How do parents choose schools, and what schools do they choose? A literature review of private school choice programs in the United States

There is a large body of thorough research showing many positive benefits of school choice. However, many questions remain on how school choice works. Rigorous school choice experiments can only determine if access to school choice programs alters student outcomes; they cannot confidently identify the specific mechanisms that mediate various outcomes. Two commonly theorized mechanisms in school choice programs that lead to positive outcomes are (1) an increased access to higher-quality schools and (2) an improved match between schools and students. We examine the existing empirical evidence and the theoretical arguments for these two primary mechanisms. While there is evidence supporting both mechanisms, no studies are able to isolate the effect of quality schools independent of families selecting schools that match their preferences. Since the majority of this research is descriptive and has limited causal interpretation, theory is essential in guiding interpretation and policy implications. Theory suggests that people make choices based on what they believe to be the best match for their children, and those choices lead to incentives for individual schools to improve. We conclude with policy recommendations based on our summary of the literature.

School Choice Success: Match or Merit?

Field trips to see theater performances are a long-standing educational practice; however, there is little systematic evidence demonstrating educational benefits. This article describes the results...

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The Play’s the Thing: Experimentally Examining the Social and Cognitive Effects of School Field Trips to Live Theater Performances:

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What Leads to Successful School Choice Programs? A Review of the Theories and Evidence

We estimate the relationship between exclusionary discipline given in eighth-grade and the probability of ninth-grade retention We use a rich 7-year, student-level, panel data set from Arkansas W

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Heidi Holmes Erickson

Papers

How do parents choose schools, and what schools do they choose? A literature review of private school choice programs in the United States

School Choice Success: Match or Merit?

The Play’s the Thing: Experimentally Examining the Social and Cognitive Effects of School Field Trips to Live Theater Performances:

What Leads to Successful School Choice Programs? A Review of the Theories and Evidence

Examining the Impacts of Middle School Disciplinary Policies on Ninth-Grade Retention: