Sarah Cohodes

@cohodes.bsky.social

Associate Professor of Public Policy at the University of Michigan Ford School of Public Policy | co-editor Journal of Public Economics | affiliate NBER, J-PAL, and Blueprint www.sarahcohodes.com

Want to see in real time what's been happening to public school enrollment in your school district? Through @wheelockpolicybu.bsky.social, we've just released a school enrollment tracker for Massachusetts, allowing you to explore the data yourself. wheelockpolicycenter.org/high-quality...

Massachusetts School Enrollment Dashboard

This interactive dashboard examines the gap between the predicted and actual enrollment in Massachusetts public, private, charter, and home schools.

wheelockpolicycenter.org

Guys I’m having a week. Tomorrow come see me present “The effects of charter schools on economic mobility” at the Labor/Ed NBER SI session at 3:50pm ET. (In-person only)

"Better information, simpler applications, and clearer aid promises can move students toward higher-quality colleges. But they cannot create more high-quality seats." You can say the same about mentoring, advising, and pipeline programs. www.nber.org/papers/w35434

Degrees of Mobility: Shifting Low-Income Students to Higher Quality Colleges

Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, an...

nber.org

We're hiring! EPI is currently accepting applications for up to two Postdoctoral Fellows in Quantitative Methods, Education Research, and Data. Visit our website to learn more: edpolicy.umich.edu/what-we-do/j... Applications will be reviewed starting July 27th. Apply here: forms.gle/DknZEtRmuBrN...

Join our team

The University of Michigan seeks candidates to become active members of the Education Policy Initiative. Our research group brings together a interdisciplinary set of scholars focused on the generatio...

edpolicy.umich.edu

Men still out-resource women on nearly everything known to predict voting: income, jobs, political interest. Except education, where women have pulled way ahead. @cohodes.bsky.social and I show how the education gap explains about half of why young women now outvote young men. 🔗 Link: bit.ly/4wwcd21

Education and the gender voting gap in U.S. presidential elections

Women in the United States have outpaced men in both voter participation and educational attainment in recent decades. Since education is closely tied…

bit.ly

A huge thank-you to our incredible Education Finance and Policy editors, Li Feng & Cassandra Hart, for three years of outstanding leadership, hard work, and support! 🎉

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A delightful surprise in my faculty mailbox: a small local delicacy from the department I wrote a tenure letter for last year. Much appreciated and even more the news that the case was successful!

New NBER working paper. We meta-analyze 82 RCTs of low-cost parent programs in 20+ countries. We use data on unwritten RCTs from funder records, RCT registries, author queries, etc. to estimate a model that adjusts for publication bias and characterizes the effect distribution for unwritten studies.

NBER working paper. 

Paper title: Characterizing the File Drawer: Evidence from a Meta-Analysis of Parent-Interventions Around the World

Abstract:  We conduct a meta-analysis of 82 randomized controlled trials across more than 20 countries to estimate the effects of low-cost, remote parental engagement interventions delivered through text messages, phone calls, and apps. We estimate a joint likelihood function that incorporates both written studies and unwritten studies identified through trial registries, funder records, research labs, evidence clearinghouses, and other sources. By also recording sample sizes for unwritten studies, the model estimates the distribution of standard errors, identifies write-up probabilities conditional on significance, and characterizes the file drawer by estimating effect distributions for written \textit{and} unwritten studies. Bias-corrected effects are 0.05 SD for test scores, 0.07 SD for grades, 0.05 SD for attendance, and 0.03 SD for enrollment. In the best-identified domain, test scores, statistically insignificant results are still written up at high rates. We also find that larger studies tend to estimate smaller latent effects, which could indicate that true effects are correlated with study precision, violating a common meta-analysis assumption. In smaller-sample domains, our approach helps identify selection probabilities by anchoring the absolute write-up rates. Finally, we estimate the value of additional RCTs to inform adoption decisions. Any single study estimate is unlikely to dissuade adoption because parent interventions have high marginal value of public funds. Instead, future research is most valuable when it can explain heterogeneity across settings.

The evidence on Black teachers is among the strongest in ed research. Assignment to a Black teacher produces large, lasting gains in test scores, attendance, and self-efficacy — for students of all races. So why does the profession remain largely white? My new piece for @theconversation.com digs in.

Black teachers improve outcomes for all students, but the profession remains largely white

Many Black teachers were pushed out of classrooms from the 1950s through ‘70s. Despite new recruitment programs, the teacher workforce remains mostly white.

theconversation.com