Policies Affecting Educational Outcomes in Primary, Secondary, and Postsecondary Education

Education policy researchers have long sought to understand how various inputs of the education production function contribute to educational success, especially for those traditionally underserved populations. In three stand-alone essays (chapters), this dissertation will examine three such inputs of the education production function using quasi-experimental research methods. Chapter One uses Current Population Survey data for 1996-2016 and relies on difference-in-difference model specifications to estimate the effect of tuition subsidy policies on educational attainment and labor supply for Latino foreign-born noncitizens (FBNC) (i.e. proxy for undocumented youth) in high school. Primary findings show that eligibility for tuition subsidies lower Latino FBNC dropout rates, while providing access to state financial aid programs lowers dropout rates and increases labor supply. For tuition subsidy bans, however, I find some suggestive evidence of increasing dropout rates immediately following policy adoption. Implications of these findings suggest that signals from tuition subsidy policies do influence educational attainment and labor supply outcomes for those likely to be undocumented youth. Chapter Two uses data from a top-100 private, nonprofit college for 2005-2014 and relies on as-good-as-random assignment mechanisms to estimate the effect of professional academic advisor biological sex on early outcomes regarding academic performance (i.e., GPA and earned credit accumulation) and educational planning (i.e. changing majors and persistence). Primary findings show that cross-sex student-advisor matches affect male and female students differently; female students experience better academic performance (e.g. cumulative GPA), while male students change educational plans at lower rates. Implications from these findings suggest that colleges should ensure males and females are represented in advising services. Finally, Chapter Three uses Texas Education Agency data for 2003-2010 and relies on a synthetic control method to estimate the impact of a large worksite enforcement operation (LWEO) on academic performance for young children in a targeted community. Primary findings show the LWEO lowered proficiency rates on reading and math standardized tests for third grade children, and there is some evidence to suggest absenteeism drive effects. Implications from these findings suggest a need for revised immigration law enforcement strategies that both meets our immigration policy goals and minimizes harms inflicted on children.