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In this essay, we explore the consequences of the University of California's policies to address racial disparities and its support for social justice activism as influences on its commitment to academic freedom and other intellectual values. This is a story of the interaction between two essential public university missions -- one civic, the other intellectual -- and the slow effacement of one by the other. The University's expressed commitments to academic freedom and the culture of rationalism have not been abandoned, but they are too often considered secondary or when confronted by new administrative initiatives and social movement activism related to diversity, equity, and inclusion (DEI). The experimental use of mandatory DEI statements on a number of the ten UC campuses, within willing academic departments, as initial screening mechanisms in faculty hiring is the most dramatic of the new administrative policies that have been put into place to advance faculty diversity. This policy can be considered the most problematic of a series of efforts that the UC campuses and the UC Office of the President have taken for more than a decade to prioritize representation in academic appointments. Our intent is to encourage a discussion of these policies within UC in light of the University's fundamental commitments to open intellectual inquiry, the discovery and dissemination of a wide range of new knowledge, and a culture of rationalism.

The guided pathways model, comprising 14 different practices, is a framework for comprehensive, whole-college reform undertaken by community colleges to help all students choose, enter, progress through, and complete a program of study that enables them to secure sustaining-wage employment or transfer with junior standing in a major. Since its introduction in 2015, it has been adopted by hundreds of community colleges across the United States. This paper asks whether guided pathways practices implemented at 62 community and technical colleges in three states--Tennessee, Ohio, and Washington--are associated with improvements in student outcomes during the first year of college. Specifically, using institutional survey and rich administrative data, we construct measures of adoption of guided pathways reforms to examine the association between guided pathways practices and fall-to-fall persistence, college credits earned, college math credits earned, and STEM credits earned. Our study reveals substantial variation in the adoption of guided pathways reforms across the states and across community colleges within the states over time. While we cannot establish a causal relationship between guided pathways adoption and student outcomes, we find significant positive associations between the statewide adoption of guided pathways reforms and early student outcomes in Tennessee. The observed improvements in that state are likely the result of concurrent reforms--guided pathways and others--implemented simultaneously, rather than of guided pathways reforms alone. We do not find evidence of improved student outcomes in either Ohio or Washington following the launch of statewide guided pathways initiatives. Our findings suggest that complementarities among adopted practices within and across areas of practice--rather than the adoption of individual practices or the intensity of adoption--seem to drive larger improvements in early academic success across the three states. Our study is the first of its kind to explore the potential of guided pathways reforms in contributing to improved early academic success, representing a significant descriptive contribution given that whole-college reforms in higher education are understudied.

This study used Postsecondary Student Information System (PSIS) administrative data within the Education and Labour Market Longitudinal Platform to compare enrolment and persistence in postsecondary education (PSE) among high school graduates in British Columbia with and without special needs across five cohorts from 2010/2011 to 2014/2015 before and after controlling for several sociodemographic characteristics and academic achievement. The use of integrated longitudinal administrative data from the British Columbia Ministry of Education, the PSIS and the T1 Family File and the disaggregation of the special needs categorization were two major strengths of this study. Results show that high school graduates with mental health-related or cognitive needs and those with physical or sensory needs were less likely to enrol in PSE compared with high school graduates without special needs, even after controlling for covariates. Moreover, graduates with mental health-related or cognitive needs were less likely to transition to PSE immediately and less likely to persist in PSE two years after enrolment. These findings suggest that high school graduates with special needs, particularly those with mental health-related or cognitive needs, may encounter different types of barriers in transitioning to PSE.

Using British Columbia Ministry of Education administrative school data within the Education and Labour Market Longitudinal Platform, this study compared the proportions of high school graduates among Grade 12 students with and without special needs across nine cohorts from 2010/2011 to 2018/2019 before and after controlling for several sociodemographic characteristics. Two major strengths of this study were the use of longitudinal administrative education data integrated with income tax data from the T1 Family File and the further disaggregation of the special education needs categorization. Students with special needs in all different categories (excluding those with gifted status) were less likely to have graduated across all nine cohorts compared with students without special needs, even after controlling for sociodemographic characteristics and academic achievement, suggesting that students with special needs may face other types of barriers in completing high school. Yet there was diversity among students with special needs, with the highest proportions of graduation among students with learning disabilities or those with sensory needs and the lowest among students with intellectual disabilities. A larger share of females than males graduated high school among students without special needs. However, sex differences were less consistent among students with special needs status (including students with gifted status). As expected, the proportions of graduation were significantly higher at age 19 compared with at age 18 or younger, with the differences being slightly higher among students with special needs (excluding those with gifted status; 5 to 10 percentage points) compared with those without special needs (3 to 7 percentage points). The largest age differences were observed among students with autism spectrum disorder, behavioural needs or mental illness, and those with physical needs across all nine cohorts.

The Elementary and Secondary School Emergency Relief Fund (ESSER) was the largest onetime federal investment in K-12 schools in history, funneling almost $200 billion to states and school districts. We use novel data from Washington State to investigate the extent to which ESSER funding causally influenced spending on school personnel. We argue one cannot infer this directly from ESSER claims data because of the fungibility of school budgets. Thus, we rely on a more direct signal of district hiring decisions: public education job postings scraped from district hiring websites. To address endogeneity concerns, our preferred approach employs an instrumental variables strategy that exploits a formula mechanism used to determine Title I funding for 2020-21 (and thus ESSER allocations in 2022) based on the number of Title I formula-eligible children. We find strong, arguably causal, evidence that public school hiring increased in response to the availability of ESSER funding. Specifically, we estimate that each $1,000 in ESSER allocations caused districts to seek to hire $206 in additional staff, disproportionately teachers. These estimates suggest that roughly 12,000 new staff (including 5,100 teachers) were hired in Washington because of ESSER. In the absence of new funding, school staffing budgets will likely need to contract substantially following the sunset of ESSER.

Departmentalized instruction, in which teachers specialize in one or more core subjects and instruct multiple groups of students in a day, has become increasingly prominent in elementary schools. Using 8 years of data from Massachusetts and a difference-in-differences design, we estimate the effects of departmentalization on student achievement. We find that departmentalization has positive effects in English language arts (ELA) and science and mixed evidence of positive effects in math. These positive effects are not driven by teacher productivity improvements: Consistent with prior findings on teacher specialization, teachers are less effective when specializing in math and no more effective in ELA than when teaching self-contained classrooms. Rather, consistent with the theoretical underpinnings for specialization, departmentalized schools tend to assign teachers to their stronger subjects.

Who ends up in the teacher workforce is greatly influenced by who is admitted into teacher education programs (TEPs). To better understand how the preferences of teacher education faculty might shape admissions of STEM teacher candidates, we surveyed faculty who teach content or methods courses to STEM teacher candidates across five universities. Faculty reported that they most value information collected from individual interviews with applicants and data on the number of STEM courses taken in college and their performance in these courses, and least value data on university admissions tests, high school GPA, and teacher licensure test scores. When we investigate faculty members' revealed preferences through a conjoint analysis, we find that faculty most value applicants who have worked with students from diverse backgrounds and applicants from a marginalized racial or ethnic community, and least value whether they received high grades in math and/or science courses. Finally, we find significant variation in these perceptions across respondents in different faculty roles, who teach different courses, and from different institutions: for example, Arts and Sciences faculty tend to value TEP applicants' performance in college STEM courses relatively more than STEM education faculty, while STEM education faculty tend to value applicants' race and ethnicity relatively more than Arts and Sciences faculty.

In 1993, the Commonwealth of Massachusetts dramatically overhauled its K-12 education system and created a new school finance formula, building an educational accountability structure to ensure every child has access to a high-quality education. The Massachusetts Education Reform Act (MERA) established academic standards in core subjects, mandated assessments to measure student outcomes on those standards, and established a system for holding schools accountable when students failed to meet basic expectations. This system has helped Massachusetts' public schools become the highest performing in the country. Student outcomes in all tested subjects and across demographic groups have improved steadily over time, but disparities in achievement and attainment exist between the Commonwealth's most privileged students and their less privileged counterparts, many of whom are black or Hispanic. Without the MERA and its requirement to assess every student and publish aggregate academic outcomes, policymakers may not understand the extent of disparity or how to address it as student outcomes data are integral to understanding where Massachusetts' public schools have been, where they are going, and how they can get there. This paper illustrates the importance of the Massachusetts Education Reform Act and how it has positively impacted students over time. It explains why the current accountability system evolved as it did and why preserving the most important aspects of that system is critical if the state is going to fulfill its constitutional obligation to educate all children to a high common standard.

Each year, more than a million high school students nationally take college dual enrollment courses, which have been shown to increase college access and success among participants. Yet racial/ethnic and other equity gaps in dual enrollment participation are widespread. To broaden the benefits of dual enrollment, the state of Ohio passed legislation in 2017 establishing the Innovative Programs (IP) policy, allowing waivers to test-based eligibility requirements--a frequently identified barrier to equitable access--for specific high school-college partnerships providing expanded outreach and support for students underrepresented in the state's dual enrollment program. This paper describes a multiple methods study of IP we conducted to examine how these partnerships were implemented to address the needs of underrepresented students and to evaluate whether the partnerships were successful in broadening access to and success in dual enrollment, as measured by course participation, pass rates, and college matriculation after high school. We find that the IP increased participation in dual enrollment among Black and Hispanic students. And while the implementation of the policy broadened access without changing course outcomes, the impacts on college enrollment after high school were mixed. Our results underscore the importance of pairing increased access to dual enrollment with adequate financial, advising, and academic resources to promote student success in and beyond dual enrollment courses.