|Principal Investigator:||Heath J. Prince, PhD|
|Sponsor(s):||The Hitachi Foundation|
|Project Duration:||August 2014 – August 2016
|Description:||The Ray Marshall Center, with support and guidance from the Hitachi Foundation, will act on the following activities.
|Reports Available:||Behavioral Economics and Workforce Development: A Review of the Literature from Labor Economics and the Broader Field
Authors: Cynthia J. Juniper and Heath Prince
Date: February 2016
Publication Type: Report, 16pp
Researchers involved in the Workforce Data Quality Initiative are pleased to announce the release of a working paper titled Efficacy vs. Equity: What Happens When States Tinker With College Admissions in a Race-blind Era? via the National Bureau of Economic Research (NBER). Discussions in various media outlets are taking place. Diverse: Issues in Higher Education‘s article can be found here. The Washington Post also featured an article about the study. There are certain to be more as the study progresses.
PLEASE NOTE: NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.
Authors: Sandra E. Black, Kalena E. Cortes, and Jane Arnold Lincove
Date: December 2014
Publication Type: Working Paper, 47pp
Abstract: College admissions officers face a rapidly changing policy environment where court decisions have limited the use of affirmative action. At the same time, there is mounting evidence that commonly used signals of college readiness, such as the SAT/ACTs, are subject to race and socioeconomic bias. Our study investigates the efficacy and equity of college admissions criteria by estimating the effect of multiple measures of college readiness on freshman college grade point average and four-year graduation.
Importantly, we take advantage of a unique institutional feature of the Texas higher education system to control for selection into admissions and enrollment. We find that SAT/ACT scores, high school exit exams, and advanced coursework are predictors of student success in college. However, when we simulate changes in college enrollment and college outcomes with additional admissions criteria, we find that adding SAT/ACT or high school exit exam criteria to a rank-based admissions policy
significantly decreases enrollment among minorities and other groups, with the most negative effects generated by the SAT/ACT, while inducing only minimal gains in college GPA and four-year graduation rates.
|Principal Investigator:||Kelly S. Mikelson, PhD|
|Sponsor(s):||Center for Identity, The University of Texas at Austin|
|Project Duration:||October 2014 – March 2015|
|Description:||This 6-month project is funded by and conducted for the Center for Identity at the University of Texas at Austin. The Ray Marshall Center (RMC), which is part of the LBJ School of Public Affairs at the University of Texas at Austin, is conducting the evaluation led by Kelly Mikelson, Ph.D., Principal Investigator and Research Scientist, and Christopher T. King, Ph.D., Senior Research Scientist at RMC. Overall Objectives:
RMC researchers will be conducting in-depth in-person and telephone interviews with the Center for Identity’s key partners, employer representatives, and government agencies in Austin, Washington, DC, and four other cities nationwide. Researchers will be gathering information about education and training needs for identity management, security, and privacy. The information will be used to hone and further develop the Center’s MSIMS degree program and will culminate in a Final Report and recommendations in mid-April 2015.
|Principal Investigator:||Christopher T. King, PhD|
|Project Duration:||June 2014 – May 2015
|Description:||The purpose of this research is to determine whether parental participation in Capital IDEA increased the share of participants’ children who completed high school and entered college upon graduation, and furthermore whether that participation increased the share of children who persist in and complete college. Additionally, this research examines whether participation in Capital IDEA enhances the parent/child relationship in ways that may increase the future likelihood of high school graduation and college enrollment among younger children. By matching student outcome data to parents participating in Capital IDEA programs, this project will contribute to the field of education by assessing whether or not particular program characteristics among Capital IDEA participants had a strong effect on the educational outcomes of their children, who were enrolled in greater Austin area high schools and graduated between 2006 and 2012. Little is known about the effects on older children of participation in education and training programs that lead to enhanced career advancement and improved earnings for parents. Findings that children of Capital IDEA participants had stronger educational attainment outcomes than their comparison group counterpart peers would indicate that two-generation strategies may be an effective strategy to close achievement gaps.|
|Reports Available:|| Measuring Two-Generation Effects of Capital IDEA Program Participation
Authors: Kristin Christensen and Tara Smith
Date: May 2015
Publication Type: Report, 9pp
Dr. Lindsay Page, a professor at the University of Pittsburgh and a researcher on the Summer Melt:IES project, along with colleague Ben Castleman were featured on the weekly series discussing “summer melt,” which entails recent high school graduates being accepted to college but then decide that going to college was not for them. Listen to the discussion from September 3, 2014 here. You can also purchase their book titled Summer Melt: Supporting Low-Income Students Through the Transition to College via the Harvard Education Press.
|Principal Investigator:||Heath J. Prince, PhD (RMC) and Christopher N. Avery (Harvard)|
|Sponsor(s):||Institute of Education Sciences (IES), Harvard University|
|Project Duration:||July 2014 – June 2017
|Description:||This project includes two parts: the first focuses on digital messaging to improve FAFSA completion and the second focuses on digital messaging on the entire college application process.
Successful completion of the Free Application for Federal Student Aid (FAFSA) is a key milestone on the pathway to college for many US students. Yet, the complexity of the FAFSA completion process creates barriers to college access and success particularly for students from low-income backgrounds and those who would be the first in their family to attend college. For example, college-intending students may fail to file their FAFSA at all, may delay filing and miss priority deadlines, or may fail to successfully complete steps in the income verification process, if required. In this project, we will marry data available through Apply TX on individual students’ FAFSA completion status, local FAFSA completion supports, and text messaging as a low-cost and effective means of communication to provide students and families with targeted information about the FAFSA and their status in the FAFSA completion process and to connect them with additional FAFSA support when needed. We will implement this project in selected high schools during the 2014-2015 academic year. Outreach will focus on Class of 2015 high school seniors.
The second part of this project will follow a similar structure but will broaden the scope of the text-based outreach. In particular, we will send text messages to students beginning in their junior year of high school and continuing through the summer after their senior year in high school. The goal of the messages is threefold: (1) to provide college and financial aid information in a simplified, digestible manner; (2) to deliver timely reminders of important application and financial aid tasks; and (3) to provide students with guidance on how to successfully complete these tasks.
By starting outreach early in the college admissions timeline, we will be able to message students about a broad range of college-related tasks, including college entrance exam registration and test taking, college applications, FAFSA completion, and pre-matriculation college transition tasks (e.g., signing master promissory notes).
|Principal Investigator:||Greg Cumpton, MPA|
|Sponsor(s):||Austin Community College, Northern Virginia Community College|
|Project Duration:||February 2014 – September 2017
|Description:||A Ray Marshall Center (RMC) research team, led by Dr. Christopher King and Dr. Kelly Mikelson, are conducting an evaluation of the TAACCCT (Trade Adjusmtent Assistance Community College and Career Training) grant to Austin Community College (ACC), a co-grantee with Northern Virginia Community College (NOVA), funded by the U.S. Department of Labor. ACC developed the Health Professions Academy to deliver individualized, computer-based education to improve the prerequisite completion rate for students pursuing a healthcare career. In addition, about 30% of the ACC students are supported by CapitalIDEA which provides high-touch case management for eligible learners. The RMC evaluation will track the ACC students throught the Health Professions Academy and examine labor market outcomes for students using Unemployment Insurance (UI) wage data. The evaluation will run through September 2015.|
|Principal Investigator:||Greg Cumpton, MPA
|Sponsor:||Texas Education Grantmakers Advocacy Consortium, Austin Community Foundation|
|Project Duration:||March 2014 – September 2014
|Description:||High school counselors have the potential to play a critical role in promoting students’ high school completion and college readiness. The Texas Legislature has frequently recognized the importance of counselors in delegating important responsibilities to them, most recently in the case of House Bill 5 in regards to counselors’ assisting students in understanding and choosing curricular pathways, graduation plans, and endorsements. However, the legislative cuts to educational appropriations in 2011 appear to have reduced the supply of counselors in the state, possibly preventing the new curricular mandates in HB5 from being fully implemented. Despite the importance of counselors, limited research exists on factors that affect the supply of counselors and the effects of this supply on student outcomes. The purpose of this study is to analyze trends in the supply of counselors and the demand for their services, understood as trends in the student population, and to estimate the effects of counselors on students’ likelihood of finishing high school and enrolling in college. The study will specifically investigate whether students attending schools and districts that eliminated counseling staff as a result of the 2011 budget cuts fared worse than their peers in contexts where the student-to-counselor ratio was relatively maintained.|
|Reports Available:||Texas School Counselor Study: Exploring the Supply, Demand, and Evolving Roles of School Counselors
Authors: Greg Cumpton, Matt Giani
Date: December 2014
Publication Type: Report. 48pp.Texas School Counselor Study Executive Summary
Authors: Greg Cumpton, Matt Giani
Date: December 2014
Publication Type: Executive Summary. 4pp.
|Principal Investigator:||Christopher T. King, Ph.D.
|Sponsors:||Corporation for a Skilled Workforce
|Project Duration:||September 2013 to September 2016|
|Description:||Ray Marshall Center researchers, led by Dr. Christopher King and Tara Smith, are conducting an evaluation of the TAACCCT (Trade Adjustment Assistance Community College and Career Training) Advanced Manufacturing Grant to Tulsa Community College (TCC) funded by the U.S. Department of Labor in partnership with researchers at Ann Arbor-based Corporation for a Skilled Workforce. TCC is strategically aligning workforce, education, and training activities to develop sustainable career pathways in advanced manufacturing, aerospace, and other industries with national and/or industry-recognized credentials, as well as offering an array of support services. The evaluation will run through September 2016.|
|Principal Investigator:||Heath J. Prince, PhD|
|Sponsors:||The Aspen Institute, US Department of Labor
|Project Duration:||May 2013 to September 2016|
|Description:||The Aspen Institute in collaboration with the Ray Marshall Center for the Study of Human Resources at the Lyndon B. Johnson School of Public Affairs at the University of Texas at Austin is carrying out a high-quality, non-experimental (comparison cohort) impact analysis and implementation study to provide evidence on the effectiveness of the Gulf Coast IT Pathways Consortium with funding provided by the US Department of Labor’s Trade Adjustment Assistance Community College and Career Training (TAACCCT) Program. The Consortium, which consists of nine community colleges in Mississippi and Louisiana, is tasked with addressing the challenges facing trade-impacted workers and meeting the high demand for IT workers in their regions.
|Reports Available:||Retraining the Gulf Coast through Information Technology Pathways: Final Impact Evaluation Report
Authors: Ashweeta Patnaik and Heath Prince
Date: September 2016
Publication Type: Report, 68pp
Retraining the Gulf Coast through Information Technology Pathways: Impact Evaluation Interim Report