Working Paper: NBER ID: w20802
Authors: John P. Papay; Richard J. Murnane; John B. Willett
Abstract: We report results from our long-standing research partnership with the Massachusetts Department of Elementary and Secondary Education. We make two primary contributions. First, we illustrate the wide range of informative analyses that can be conducted using a state longitudinal data system and the advantages of examining evidence from multiple cohorts of students. Second, we document large income-based gaps in educational attainments, including high-school graduation rates and college-going. Importantly, we show that income-related gaps in both educational credentials and academic skill have narrowed substantially over the past several years in Massachusetts.
Keywords: income inequality; educational outcomes; longitudinal data; Massachusetts education
JEL Codes: I21; I24; I28
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Income (D31) | Educational Attainment (I21) |
| Low-Income Students (I24) | Educational Attainment (I21) |
| Pre-existing Differences in Academic Skills (D29) | Educational Attainment (I21) |
| Pre-existing Differences in School Attendance (I24) | Educational Attainment (I21) |
| Barely Failing 10th-Grade Exit Exam (I21) | High School Graduation (I23) |
| Barely Failing 10th-Grade Exit Exam (I21) | College Enrollment (I23) |