0
0
Introduction: A groundbreaking study, co-authored by scholars from MIT and other institutions, challenges the widely disseminated school quality ratings, shedding light on how these ratings reflect the demographics and background of students rather than a school’s actual contribution to learning gains. Published in the American Economic Review: Insights, the study underscores the need for more accurate measures of school quality to address racial disparities and ensure equitable access to education.
Understanding the Study: Led by MIT economist Josh Angrist and co-authors, the study examines data from the Denver and New York City public school districts. By leveraging the districts’ school assignment systems, which mimic the conditions of a randomized trial, the researchers evaluated the causal effects of school attendance on learning gains. The study reveals a strong correlation between current school ratings and race, indicating that white and Asian students tend to attend higher-rated schools, while Black and Hispanic students are clustered in lower-rated schools.
Addressing Selection Bias: The study highlights the significance of selection bias in current school ratings, wherein more advantaged families tend to prefer certain schools, skewing the perception of school quality. Angrist emphasizes the misleading nature of simplistic school ratings, which not only fail to accurately assess a school’s value but also perpetuate disparities by directing families to low-minority schools and penalizing schools that improve achievement for disadvantaged groups.
Proposed Solutions: In response to these findings, the researchers advocate for improved measurement practices that account for student preparation and improvement. They propose a regression adjustment to provide more accurate school quality ratings, aiming to guide districts in their efforts to address racial disparities and enhance educational equity. Blueprint Labs, a research group co-founded by Angrist and co-author Parag Pathak, is collaborating with the New York City Department of Education to pilot a new ratings system based on these principles.
Conclusion: The study’s findings have significant implications for education policy and practice, urging districts to reevaluate their approaches to measuring and reporting school quality. By acknowledging and addressing the influence of student demographics on school ratings, policymakers can work towards creating more equitable educational opportunities for all students. As efforts to improve school quality ratings gain momentum, there is hope for a more accurate and inclusive approach to assessing school performance and fostering educational equity.
