| JPAM Preview ▪ January 2014 |
| JPAM Preview is a newsletter that calls attention to forthcoming articles in JPAM. JPAM Preview provides brief summaries of content now available digitally in Early View, Wiley's online publication system. |
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| Feature Article The Use and Efficacy of Capacity-Building Assistance for Low-Performing Districts: The Case of California's District Assistance and Intervention Teams Katharine O. Strunk, Andrew McEachin, and Theresa N. Westover The theory of action upon which high-stakes accountability policies are based calls for systemic reforms in educational systems that will emerge by pairing incentives for improvement with extensive and targeted technical assistance (TA) to build the capacity of low-performing schools and districts. To this end, a little discussed and often overlooked aspect of the No Child Left Behind Act (NCLB) mandated that, in addition to sanctions, states were required to provide TA to build the capacity of struggling schools and Local Education Agencies (LEAs, or districts) to help them improve student achievement. Although every state in the country provides some form of TA to its lowest performing districts, we know little about the content of these programs or about their efficacy in improving student performance. In this paper, we use both quantitative and qualitative analyses to explore the actions taken by TA providers in one state-California-and examine whether the TA and support tied to California's NCLB sanctions succeeds in improving student achievement. Like many other states, California requires that districts labeled as persistently failing under NCLB (in Program Improvement year 3, PI3) work with external experts to help them build the capacity to make reforms that will improve student achievement. California's lowest performing PI3 districts are given substantial amounts of funding and are required to contract with state-approved District Assistance and Intervention Teams (DAITs), whereas the remaining PI3 districts receive less funding and are asked to access less intensive TA from non-DAIT providers. We use a five-year panel difference-in-difference design to estimate the impacts of DAITs on student performance on the math and English language arts (ELA) standardized tests relative to non-DAIT TA during the two years of the program intervention. We find that students in districts with DAITs perform significantly better on math California Standards Tests (CSTs) averaged over both treatment years and in each of the first and second years. We do not find evidence that students in districts with DAITs perform higher on ELA CSTs over the combined two years of treatment, although we find suggestive evidence that ELA performance increases in the second year of treatment relative to students in districts with non-DAIT TA. Ordinary least squares (OLS) regressions that explore the association between specific activities fostered by DAITs and changes in districts' gains in achievement over the two years of treatment show that DAIT districts that report increasing their focus on using data to guide instruction, shifting district culture to generate and maintain high expectations of students and staff, and increasing within-district accountability for student performance, have higher math achievement gains over the course of the DAIT treatment. In addition, DAIT districts that increase their focus on ELA instruction and shift district culture to one of high expectations have higher ELA achievement gains than do DAIT districts that do not have a similar focus. © 2012 by the Association for Public Policy Analysis and Management. Link to JPAM Early View. If you want to cite this article before it is in print, please use the DOI number listed with each article. |
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| Feature Article Revisiting the Income Tax Effects of Legalizing Same-Sex Marriages James Alm, J. Sebastian Leguizamon and Susane Leguizamon In this paper we estimate the impacts on income tax collections of legalizing same-sex marriage. We utilize new individual-level data sources to estimate the federal income tax consequences of legalizing same-sex marriages. These data sources also allow us to estimate the impact of legalization on state income tax collections. We find that 23 states would realize a net fiscal benefit from legalization, while 21 states would experience a decline in revenue. The potential (annual) changes in state tax revenue range from negative $29 million in California to positive $16 million in New York. At the federal level, our estimates suggest an overall reduction in revenues, ranging from a potential loss of $187 million to $580 million. Overall, we find that the federal and state impacts are quite modest. We also find that our estimates are only marginally affected by alternative assumptions about how many same-sex couples will choose to marry and which partner will claim any children for tax deduction purposes. Forthcoming in JPAM 33(2). Link to JPAM Early View. If you want to cite this article before it is in print, please use the DOI number listed with each article. |
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| Feature Article The Forgotten Summer: Does the Offer of College Counseling after High School Mitigate Summer Melt Among College-Intending, Low-Income High School Graduates? Benjamin L. Castleman, Lindsay C. Page, and Korynn Schooley Despite decades of policy intervention to increase college entry and success among low-income students, considerable gaps by socioeconomic status remain. To date, policymakers have overlooked the summer after high school as an important time period in students' transition to college, yet recent research documents high rates of summer attrition from the college pipeline among college-intending high school graduates, a phenomenon we refer to as "summer melt." We report on two randomized trials investigating efforts to mitigate summer melt. Offering college-intending graduates two to three hours of summer support increased enrollment by 3 percentage points overall, and by 8 to 12 percentage points among low-income students, at a cost of $100 to $200 per student. Further, summer support has lasting impacts on persistence several semesters into college. Forthcoming in JPAM 33(2). Link to JPAM Early View. If you want to cite this article before it is in print, please use the DOI number listed with each article. |
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| Special Symposium on Qualitative and Mixed-Methods for Policy Analysis Partnering and Parenting in Poverty: A Qualitative Analysis of a Relationship Skills Program for Low-Income Unmarried Families Jennifer M. Randles Since the mid-1990s, the federal government has funded numerous relationship skills programs, including some specifically targeting low-income, unmarried parents, in an effort to strengthen couples' relationships and increase family stability. The previous research on the effectiveness of these interventions has revealed mixed results about whether such programs can improve the relationships of lower income couples who tend to experience lower relationship quality, lower marriage rates, and higher rates of relationship dissolution. This article draws on in-depth qualitative data collected during an 18-month ethnographic study of one federally funded relationship skills program for unmarried, low-income couples expecting a new baby. Overall, though parents found the financial management lessons included in the classes only minimally useful, if at all, they found other aspects of the program particularly useful for three main reasons: (1) classes allowed parents to focus exclusively on their couple relationships in ways they rarely did otherwise; (2) program incentives helped parents make financial ends meet that month; and (3) parents learned that the challenges they personally experienced were often endemic to the romantic and co-parenting relationships of unmarried parents who have few resources and experience more challenges that tend to undermine relationship quality, such as financial stress and relational ambiguity. Engaging with other couples around shared challenges normalized couples' relationship problems and lessened the resentment and animosity that typically characterized their partner interactions. These findings have important implications for healthy marriage and relationship policy. Program developers should avoid lessons that imply low-income, unmarried parents' spending habits and family-formation decisions are deficient. Interventions should instead encourage couples to discuss their shared challenges and minimize their tendency to individualize relational and financial strain. Forthcoming in JPAM 33(2). Link to JPAM Early View. If you want to cite this article before it is in print, please use the DOI number listed with each article. |
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| Special Symposium on Qualitative and Mixed-Methods for Policy Analysis Tax Code Knowledge & Behavioral Responses Among EITC Recipients: Policy Insights for Low-Income Unmarried Families Laura Tach and Sarah Halpern-Meekin We build on the robust quantitative literature on behavioral responses to the Earned Income Tax Credit (EITC) by using in-depth qualitative interviews with 115 EITC recipients to examine how they understand and respond to its incentive structures regarding earnings, marriage, and childbearing. We find that respondents consider their tax refund as a whole, without differentiating the portion from the EITC; as a result, they cannot predict how their EITC refund would change if they altered their labor supply or marital status. Incentives for childbearing are better understood, but are not specific to the EITC; rather, parents respond to a combination of tax deductions and credits as a whole. Respondents would like to maximize their refunds, but most cannot or would not alter their behavior due to structural constraints they face in the labor and marriage markets. Rather than adjust work hours, defer marriage, or have additional children, respondents exhibit a different type of behavioral response to the incentive structure of the EITC: They alter their tax filing status in order to maximize their refunds. They routinely claim zero exemptions and deductions on their W-4s, file their tax returns as head of household rather than as married, and divide children among the tax returns of multiple caregivers. Although some of these behaviors qualify as tax noncompliance, they emerge because the intricacies of the tax code conflict with the complexity and fluidity of finances and family life in low-income households. Forthcoming in JPAM 33(2). Link to JPAM Early View. If you want to cite this article before it is in print, please use the DOI number listed with each article. |
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| Special Symposium on Qualitative and Mixed-Methods for Policy Analysis Making Ends Meet after Prison David J. Harding, Jessica J.B. Wyse, Cheyney Dobson, and Jeffrey D. Morenoff Former prisoners are at high risk of economic insecurity due to the challenges they face in finding employment and to the difficulties of securing and maintaining public assistance while incarcerated. This study examines the processes through which former prisoners attain economic security, examining how they meet basic material needs and achieve upward mobility over time. It draws on unique qualitative data from in-depth, unstructured interviews with a sample of former prisoners followed over a two- to three-year period to assess how subjects draw upon a combination of employment, social supports, and public benefits to make ends meet. Findings reveal considerable struggle among our subjects to meet even minimal needs for shelter and food, although economic security and stability could be attained when employment or public benefits were coupled with familial social support. Sustained economic security was rarely achieved absent either strong social support or access to long-term public benefits. However, a select few were able to leverage material support and social networks into trajectories of upward mobility and economic independence. Policy implications are discussed. Forthcoming in JPAM 33(2). Link to JPAM Early View. If you want to cite this article before it is in print, please use the DOI number listed with each article. |
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| Special Symposium on Qualitative and Mixed-Methods for Policy Analysis Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring Carolyn J. Heinrich, Patricia Burch, Annalee Good, Rudy Acosta, Huiping Cheng, Marcus Dillender, Christi Kirshbaum, Hiren Nisar, and Mary Stewart School districts are spending millions on tutoring outside regular school day hours for economically and academically disadvantaged students in need of extra academic assistance. Under No Child Left Behind (NCLB), parents of children in persistently low-performing schools were allowed to choose their child's tutoring provider, and together with school districts, they were also primarily responsible for holding providers in the private market accountable for performance. We present results from a multisite, mixed-method longitudinal study of the impact of out-of-school time (OST) tutoring on student reading and mathematics achievement that link provider attributes and policy and program administration variables to tutoring program effectiveness. We find that many students are not getting enough hours of high-quality, differentiated instruction to produce significant gains in their learning, in part because of high hourly rates charged by providers for tutoring. We identify strategies and policy levers that school districts can use to improve OST tutoring policy design and launch improved programs as waivers from NCLB are granted. Forthcoming in JPAM 33(2). Link to JPAM Early View. If you want to cite this article before it is in print, please use the DOI number listed with each article. |
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| Journal of Policy Analysis and Management is published by Wiley Periodicals on behalf of the Association for Public Policy Analysis and Management. Editor-in-Chief: Maureen Pirog ▪ Indiana University, School of Public and Environmental Affairs (and) University of Washington, Daniel J. Evans School of Public Affairs Managing Editors: Robert Kaestner ▪ University of Illinois at Chicago Christopher (Kitt) Carpenter ▪ Vanderbilt University | |
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