The Effect of Community Socioeconomic Context on High School Attendance in China: A Generalized Propensity Score Approach

Many developing countries have experienced increasing spatial inequality, but little is known about the effect of community disadvantages on educational attainment in these societies. Using data from the China Family Panel Studies (2010–2016), I examine the effect of community socioeconomic status (SES) on the transition into high school in urban and rural China, and I explore several mechanisms explaining the community effects. I adopt the generalized propensity score method to estimate the potential probability of high school entrance at different levels of community SES. Results show that community SES is positively associated with high school attendance in both urban and rural China, and the relationship is stronger in more disadvantaged communities in both contexts. In urban areas, the effect of community SES is partly attributable to collective socialization and children’s academic performance. In rural areas, spatial accessibility to high schools and children’s academic performance are the salient mechanisms.

Investigating Reported Absences: “Neutrally” Catching the Truants

The data for the analysis consist of telephone calls initiated by a high school attendance office clerk to the home of students who had been reported absent. The purpose of the calls was to gather information relevant to determining whether the student’s absences were legitimate or not. The clerk’s interactional project was to merely investigate, not to make judgments about the status of the absences. When a parent’s report suggested truancy, the clerk sought and provided information differently than when a parent’s report pointed to a legitimate absence. When she suspected truancy, the clerk adopted a neutral stance. In part the stance involved displaying a cautiousness with respect to knowledge claims. As a side note, when the clerk suspected that the attendance records were inaccurate, she initially avoided detailing the reported absences to the parent.

Do Human Capital Decisions Respond to the Returns to Education? Evidence from DACA

This paper studies human capital responses to the availability of the Deferred Action for Childhood Arrivals (DACA) program, which provides temporary work authorization and deferral from deportation for undocumented, high-school-educated youth. We use a sample of young adults that migrated to the United States as children to implement a difference-in-difference design that compares noncitizen immigrants (“eligible”) to citizen immigrants (“ineligible”) over time. We find that DACA significantly increased high school attendance and high school graduation rates, reducing the citizen-noncitizen gap in graduation by 40 percent. We also find positive, though imprecise, impacts on college attendance. (JEL H52, I21, I26, J13, J15, J24)

We Are Not a Nation of Softies

Although the Great Depression limited funding for athletics, New Deal programs helped build infrastructure that contributed to making football a ubiquitous sport in high schools across the United States. With the end of World War II, high school football surged in the context of increasing prosperity, high school attendance, and suburbanization. Football’s expansion to increasingly include pre-pubescent children renewed critiques of the “big business” aspects of the sport. The participation of younger children also fostered a new range of concerns about physical injuries, as well as the emotional pressures of competitive collision sports for elementary and middle school children. Yet calls for limits on tackle football were ultimately obscured by the political and social culture of the Cold War. Football safety concerns were discounted as the anxieties of overly protective mothers. From the claims of coaches to the promotion of competitive sports by American presidents, tackle football was widely celebrated as a physically and morally beneficial sport for boys.

Using Time Series Analysis to Estimate Complex Regular Cycles in Daily High School Attendance

The Trigonometric Box-Cox ARMA Trend Seasonal (TBATS) model has been designed to estimate complex cyclical patterns (e.g., weeks within years) in time series data. This paper seeks to evaluate its applicability to educational data, daily school attendance in particular. Attendance rates in four high schools are analyzed over a ten year period using TBATS to illustrate the presence of both weekly and annual patterns in three of the schools and only weekly patterns in the fourth. The model features are explicated and it is shown how the estimation of weekly and annual cycles enhances the description of the data and improves our understanding of how the assessment of endogenous variability contributes to our understanding of daily high school attendance behavior. R script is provided in an appendix.