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Page, Lindsay

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Page, Lindsay
Author's Publications: search.filters.isAuthorOfPublication.58dcf150-7227-40dd-89f1-8ed262f52179

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    Compared to what? Variation in the impacts of early childhood education by alternative care type
    (Institute of Mathematical Statistics, 2016) Feller, Avi Isaac; Grindal, Todd; Miratrix, Luke; Page, Lindsay
    Early childhood education research often compares a group of children who receive the intervention of interest to a group of children who receive care in a range of different care settings. In this paper, we estimate differential impacts of an early childhood intervention by alternative care setting, using data from the Head Start Impact Study, a large-scale randomized evaluation. To do so, we utilize a Bayesian principal stratification framework to estimate separate impacts for two types of Compliers: those children who would otherwise be in other center-based care when assigned to control and those who would otherwise be in home-based care. We find strong, positive short-term effects of Head Start on receptive vocabulary for those Compliers who would otherwise be in home-based care. By contrast, we find no meaningful impact of Head Start on vocabulary for those Compliers who would otherwise be in other center-based care. Our findings suggest that alternative care type is a potentially important source of variation in early childhood education interventions.
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    Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System
    (Harvard Kennedy School, Harvard University, 2014) Dougherty, Shaun M.; Goodman, Joshua; Hill, Darryl V.; Litke, Erica G.; Page, Lindsay
    School districts across the country have struggled to increase the proportion of students taking algebra by 8th grade, thought to be an important milestone on the pathway to college preparedness. We highlight key features of a research collaboration between the Wake County Public School System and Harvard University that have enabled investigation of one such effort to solve this problem. In 2010, the district began assigning middle school students to accelerated math coursework leading to 8th grade algebra on the basis of a clearly defined measured of prior academic skill. We document two important facts. First, use of this new rule greatly reduced the relationship between course assignment and student factors such as income and race while increasing the relationship between course assignment and academic skill. Second, using a regression discontinuity analytic strategy, we show that the assignment rule had strong impacts on the fraction of students on track to complete algebra by 8th grade. Students placed in accelerated math were exposed to higher-skilled peers but larger class sizes. We describe future plans for assessing impacts on achievement and high school course-taking outcomes.