Showing papers by "Arkansas Department of Education published in 2020"
TL;DR: This paper found that women have carried a heavier load than men in the provision of childcare during the COVID-19 crisis, even while still working, and women without school-age children in the household reported higher levels of psychological distress.
Abstract: The current COVID-19 crisis, with its associated school and daycare closures as well as social-distancing requirements, has the potential to magnify gender differences both in terms of childcare arrangements within the household and at work. We use data from a nationally representative sample of the United States from the Understanding Coronavirus in America tracking survey to understand gender differences within households on the impact of the COVID-19 crisis. We study how fathers and mothers are coping with this crisis in terms of childcare provision, employment, working arrangements, and psychological distress levels. We find that women have carried a heavier load than men in the provision of childcare during the COVID-19 crisis, even while still working. Mothers’ current working situations appear to have a limited influence on their provision of childcare. This division of childcare is, however, associated with a reduction in working hours and an increased probability of transitioning out of employment for working mothers. Finally, we observe a small but new gap in psychological distress that emerged between mothers and women without school-age children in the household in early April. This new gap appears to be driven by higher levels of psychological distress reported by mothers of elementary school-age and younger children.
179 citations
TL;DR: In this article, the authors leverage three nationally representative samples of the U.S. population at different time points that include both novel cognitive measures and non-cognitive measures (e.g., conscientiousness, creativity or word fluency, leadership skill, and artistic skill) to uncover which measures would improve proportional representation of marginalized groups in talent identification procedures.
16 citations
TL;DR: In this paper, the authors studied the effect of eliminating high-stakes testing on teacher turnover and the distribution of teachers across grades and schools in the state of Georgia and found that eliminating testing did not have an impact on the likelihood of leaving teaching, changing schools within a district, or moving between districts.
Abstract: Teacher turnover has adverse consequences for student achievement and imposes large financial costs for schools. Some have argued that high-stakes testing may lower teachers’ satisfaction with their jobs and could be a major contributor to teacher attrition. In this paper, we exploit changes in the tested grades and subjects in Georgia to study the effects of eliminating high-stakes testing on teacher turnover and the distribution of teachers across grades and schools. To measure the effect of testing pressures on teacher mobility choices we use a "difference-in-differences" approach, comparing changes in mobility over time in grades/subjects that discontinue testing vis-a-vis grades/subjects that are always tested. Our results show that eliminating testing did not have an impact on the likelihood of leaving teaching, changing schools within a district, or moving between districts. We only uncover small negative effects on the likelihood of grade switching. However, we do find relevant positive effects on retention of beginning teachers in the profession. In particular, the average probability of exit for teachers with 0-4 years of experience fell from 14 to 13 percentage points for teachers in grades 1 and 2 and from 14 to 11 percentage points in grades 6 and 7.
1 citations
TL;DR: For example, the authors found that resumes that list study abroad experience in Asia regardless of length are about 20 percent more likely to receive a callback for an interview if the resume listed study-abroad experience and the difference in rates increases to 25 percent when comparing resumes without study-away experience to those that list two-week programs in Asia.
Abstract: Conventional wisdom and some empirical research suggest that study abroad programs enhance skills and personal growth in ways that translate into success in the labor market. However, this research is limited by its inability to address sources of selection bias that may confound the positive relationship between study abroad experience and labor-market success. To overcome these limitations, we conduct a field experiment where we submitted fictitious resumes to potential employers, randomizing some resumes to list study abroad experience. With this resume audit, we estimate the causal relationship between participation in study abroad experience and the likelihood of receiving a callback from a potential employer. We also tested for potential heterogeneities by the location (i.e., Asia versus Europe) and length (i.e., two weeks versus one year) of the study abroad experience. Compared to resumes that list no study abroad experience, resumes that list study abroad experience in Asia regardless of length are about 20 percent more likely to receive a callback for an interview if the resume listed study abroad experience. The difference in rates increases to 25 percent when comparing resumes without study abroad experience to those that list two-week programs in Asia. Resumes that list study abroad experience in Europe for one year are 20 percent less likely to receive any callback and 35 percent less likely to receive a call back for an interview, relative to resumes that do not list study abroad experience. Implications about the value of study abroad are discussed.
1 citations