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4 results on '"Woodyard, Henry T."'

1. Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic

Author

Darling-Aduana, Jennifer, Woodyard, Henry T., Sass, Tim R., and Barry, Sarah S.

Abstract

The COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020-21 school year, schools began to reopen, and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and associations between virtual education, student engagement, and academic achievement. Family preference for virtual (versus face-to-face) instruction was highly associated with subsequent school-level infection rates and appeared relatively uniform within schools. We find that students assigned to a higher proportion of instructional days in virtual mode experienced higher rates of attendance but negative achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Insights from this study can be used to better understand family preferences as well as to target and refine virtual learning in a post-COVID-19 society.

Published
2022

2. Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic. Working Paper No. 260-0122

Author

National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Darling-Aduana, Jennifer, Woodyard, Henry T., Sass, Tim R., and Barry, Sarah S.

Abstract

The COVID-19 pandemic initially resulted in an unanticipated and near-universal shift from in-person to virtual instruction in spring 2020. During the 2020-21 school year, schools began to re-open and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and the effects of virtual education on student engagement and academic achievement. Family preference for virtual (versus face-to-face) instruction was most highly associated with school-level infection rates and appeared relatively uniform within schools. We find that students who were assigned a higher proportion of instructional days in virtual mode experienced higher rates of attendance, but also negative student achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Students belonging to marginalized groups experienced more positive associations with attendance but were also more likely to experience lower student achievement growth when assigned a greater proportion of instructional days in virtual mode. Insights from this study can be used to better understand family preference as well as to target and refine virtual learning in a post-COVID-19 society.

Published
2022

4. Towards Equitable Urban Policies

Author

Woodyard, Henry T, VI

Subjects
local labor markets, wage inequality, matching, agglomeration, monopsony power, early childhood education
Abstract

In recent years, increasing attention has been given to the role of space in not only generating inequality but also alleviating it through place-based policies. This research focuses on mechanisms for inequality generation through local labor markets and potential routes for mitigation. In “Skills, Matching, and Skill Specificity Across Space”, we test whether urban agglomeration is skill-biased by using text data on skills from a near universe of job postings and resumes. Creating a new measure of skill specificity by modeling the network of relationships between skill, we find evidence that an increase in urban population increases match quality on average and the premium is greater for specific skills. Premiums appear to be driven by both labor market thickness and sorting between cities. Early childhood education is often regarded as an ideal economic development investment. Numerous studies on high-quality, model programs in the 1960s and 1970s demonstrated a strong link between participation in pre-K programs and both short-term student achievement and positive later-life outcomes. However, evidence on state-funded, ‘universal’, pre-K programs is inconclusive. In “Assessing the Benefits of Education in Early Childhood: Evidence from a Pre-K Lottery in Georgia”, we use enrollment lotteries for over-subscribed school-based sites in Georgia’s Pre-K Program to analyze the impact of participation on elementary school outcomes. Lottery winners enter kindergarten more prepared in both math and reading, but gains fade by the end of kindergarten. Further, some negative achievement effects emerge by grade 4. Our evidence suggests greater benefits and lesser attenuation of gains for economically disadvantaged students. Monopsony power in the labor market drives a substantial portion of between-city wage inequality by allowing firms in smaller areas to set wages below the competitive wage. In “Monopsony in the Market for Remote Work”, I use a double machine-learning estimator and data on job postings in the United States between 2012 and 2022 to estimate the elasticity of labor supply for fully-remote jobs. The small estimated elasticity indicates the presence of monopsony power in the market for fully-remote work. Furthermore, differences in fully-remote work’s monopsony power across city size persists despite the work’s geographically divorced nature.

Published
2024

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