Nayoung Hwang
Biographic Data
| ID | 4136723 |
|---|---|
| NAME | Nayoung Hwang |
| GIVEN NAMES | Nayoung |
| FAMILY NAME | Hwang |
| SIGNATURE | HWANG N |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0002-5885-0409 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Feeling Responsible Together
Although collective teacher responsibility can play a critical role in student learning and development, our understanding of it remains limited. Using data from state-representative elementary and middle schools in Indiana, this study examines the relationship between collective teacher responsibility and student achievement. Regression analyses show that schools with higher poverty rates, larger proportions of racial/ethnic minority students, a…
Labeling to Help? Special Education Identification and Academic and Nonacademic Outcomes
This study examined associations between special education services and academic and behavioral outcomes for students identified with learning disabilities (LD) using statewide data from Indiana covering kindergarten through eighth grade. Results from student fixed-effects models indicate that special education services are associated with higher achievement in math and English language arts, but also with increased school disciplinary incidents,…
Alternative routes
We use data from the High School Longitudinal Study of 2009 to examine the relationship between alternative teacher certification and student perceptions of the classroom learning environment. Our results show that students from marginalized communities are more likely to be taught by alternatively certified math and science teachers. Using student and subject fixed effects models, we find that, on average, there is no significant difference in c…
Homelessness and Student Outcomes by Gender, Race/Ethnicity, and School Level
A substantial number of U.S. students experience homelessness, yet our understanding of how homelessness shapes student outcomes is limited. We use 7 years of longitudinal data on Indiana students in kindergarten through eighth grade, including more than 40,000 students who experienced homelessness, to examine the associations between homelessness and academic and behavioral outcomes. Our data indicate that Black and low-income students are more …
An Anxious Teacher
This study combines state-level teacher survey data with administrative records for Indiana students in Grades 3 through 8 to examine the association between math teaching anxiety and student math achievement. We find that students from underserved backgrounds, including those from low-income, Black, and Hispanic families, are more likely to be assigned to teachers who report higher levels of math teaching anxiety. Student fixed-effects models sh…
Timing and Frequency Matter
Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers and achievement by school level (i.e., elementary vs. middle schools) and self-contained classroom (i.e…
Educational Inequality Regimes amid Algebra-for-All
Schools can approach the task of sorting students to privileged learning opportunities in different ways, potentially creating distinct and durable educational inequality regimes. We test this idea by exploring variation in socioeconomic inequalities in advanced mathematics course-taking across California middle schools during a statewide algebra-for-all initiative. This case provides unique insight into local stratification processes since the s…
Reining in Punitive Discipline
Concerns around disparities in suspensions and expulsions from schools in the United States have resulted in a concerted effort to reduce the use of exclusionary school discipline. In this article, the authors describe trends in the use of exclusionary discipline in Indiana and Oregon, two U.S. states with different school discipline policy climates. The findings point to a substantial decline in the use of suspensions and other forms of exclusio…
A familiar face
Who Holds a Fixed Mindset and Whom Does It Harm in Mathematics
Existing research on theories of intelligence shows that students with growth mindsets tend to outperform those with fixed mindsets in mathematics. We used nationally representative data to address two related questions in the general population: (a) Are there subgroup differences in the endorsement of a fixed mindset? (b) Does the negative association of a fixed mindset and math achievement vary across subgroups? We found that White students and…
Beyond Tracking and Detracking
Schools use an array of strategies to match curricula and instruction to students' heterogeneous skills. Although generations of scholars have debated ''tracking'' and its consequences, the literature fails to account for diversity of school-level sorting practices. In this article, we draw on the work of Sørensen and others to articulate and develop empirical measures of five distinct dimensions of within-school cross-classroom tracking systems:…
Suspensions and Achievement
Researchers have shown that receiving suspensions is associated with negative educational outcomes. However, existing studies fail to control for unobservable differences between those students who received suspensions and those who did not. In this study, I compare achievement for a given student across school quarters with varying types and levels of suspensions by taking advantage of a unique dataset that measures student achievement at 12 tim…
The Links Between Youth Employment and Educational Attainment Across Racial Groups
Research suggests that the relations between adolescent employment and youth development vary by socioeconomic status (SES) and race/ethnicity. However, it is unclear whether the links between paid work and college outcomes vary by either SES or race/ethnicity, or both. Using data from the Educational Longitudinal Study, we find that low-intensity work during high school is associated with positive college outcomes for almost all students, wherea…
Detracking and Tracking Up
Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political pressures, California schools responded to the algebra-for-all effort in diverse ways. While some schools …
Beyond Tracking and Detracking
Schools use an array of strategies to match curricula and instruction to students' heterogeneous skills. Although generations of scholars have debated ''tracking'' and its consequences, the literature fails to account for diversity of school-level sorting practices. In this article, we draw on the work of Sørensen and others to articulate and develop empirical measures of five distinct dimensions of within-school cross-classroom tracking systems:…
Detracking and Tracking Up
Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political pressures, California schools responded to the algebra-for-all effort in diverse ways. While some schools …
Suspensions and Achievement
Researchers have shown that receiving suspensions is associated with negative educational outcomes. However, existing studies fail to control for unobservable differences between those students who received suspensions and those who did not. In this study, I compare achievement for a given student across school quarters with varying types and levels of suspensions by taking advantage of a unique dataset that measures student achievement at 12 tim…
Reining in Punitive Discipline
Concerns around disparities in suspensions and expulsions from schools in the United States have resulted in a concerted effort to reduce the use of exclusionary school discipline. In this article, the authors describe trends in the use of exclusionary discipline in Indiana and Oregon, two U.S. states with different school discipline policy climates. The findings point to a substantial decline in the use of suspensions and other forms of exclusio…
Who Holds a Fixed Mindset and Whom Does It Harm in Mathematics
Existing research on theories of intelligence shows that students with growth mindsets tend to outperform those with fixed mindsets in mathematics. We used nationally representative data to address two related questions in the general population: (a) Are there subgroup differences in the endorsement of a fixed mindset? (b) Does the negative association of a fixed mindset and math achievement vary across subgroups? We found that White students and…
The Links Between Youth Employment and Educational Attainment Across Racial Groups
Research suggests that the relations between adolescent employment and youth development vary by socioeconomic status (SES) and race/ethnicity. However, it is unclear whether the links between paid work and college outcomes vary by either SES or race/ethnicity, or both. Using data from the Educational Longitudinal Study, we find that low-intensity work during high school is associated with positive college outcomes for almost all students, wherea…
The Links Between Youth Employment and Educational Attainment Across Racial Groups
Research suggests that the relations between adolescent employment and youth development vary by socioeconomic status (SES) and race/ethnicity. However, it is unclear whether the links between paid work and college outcomes vary by either SES or race/ethnicity, or both. Using data from the Educational Longitudinal Study, we find that low-intensity work during high school is associated with positive college outcomes for almost all students, wherea…
Detracking and Tracking Up
Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political pressures, California schools responded to the algebra-for-all effort in diverse ways. While some schools …
Suspensions and Achievement
Researchers have shown that receiving suspensions is associated with negative educational outcomes. However, existing studies fail to control for unobservable differences between those students who received suspensions and those who did not. In this study, I compare achievement for a given student across school quarters with varying types and levels of suspensions by taking advantage of a unique dataset that measures student achievement at 12 tim…
Who Holds a Fixed Mindset and Whom Does It Harm in Mathematics
Existing research on theories of intelligence shows that students with growth mindsets tend to outperform those with fixed mindsets in mathematics. We used nationally representative data to address two related questions in the general population: (a) Are there subgroup differences in the endorsement of a fixed mindset? (b) Does the negative association of a fixed mindset and math achievement vary across subgroups? We found that White students and…
Beyond Tracking and Detracking
Schools use an array of strategies to match curricula and instruction to students' heterogeneous skills. Although generations of scholars have debated ''tracking'' and its consequences, the literature fails to account for diversity of school-level sorting practices. In this article, we draw on the work of Sørensen and others to articulate and develop empirical measures of five distinct dimensions of within-school cross-classroom tracking systems:…
A familiar face
Educational Inequality Regimes amid Algebra-for-All
Schools can approach the task of sorting students to privileged learning opportunities in different ways, potentially creating distinct and durable educational inequality regimes. We test this idea by exploring variation in socioeconomic inequalities in advanced mathematics course-taking across California middle schools during a statewide algebra-for-all initiative. This case provides unique insight into local stratification processes since the s…
Reining in Punitive Discipline
Concerns around disparities in suspensions and expulsions from schools in the United States have resulted in a concerted effort to reduce the use of exclusionary school discipline. In this article, the authors describe trends in the use of exclusionary discipline in Indiana and Oregon, two U.S. states with different school discipline policy climates. The findings point to a substantial decline in the use of suspensions and other forms of exclusio…
Timing and Frequency Matter
Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers and achievement by school level (i.e., elementary vs. middle schools) and self-contained classroom (i.e…
Feeling Responsible Together
Although collective teacher responsibility can play a critical role in student learning and development, our understanding of it remains limited. Using data from state-representative elementary and middle schools in Indiana, this study examines the relationship between collective teacher responsibility and student achievement. Regression analyses show that schools with higher poverty rates, larger proportions of racial/ethnic minority students, a…
Labeling to Help? Special Education Identification and Academic and Nonacademic Outcomes
This study examined associations between special education services and academic and behavioral outcomes for students identified with learning disabilities (LD) using statewide data from Indiana covering kindergarten through eighth grade. Results from student fixed-effects models indicate that special education services are associated with higher achievement in math and English language arts, but also with increased school disciplinary incidents,…
Alternative routes
We use data from the High School Longitudinal Study of 2009 to examine the relationship between alternative teacher certification and student perceptions of the classroom learning environment. Our results show that students from marginalized communities are more likely to be taught by alternatively certified math and science teachers. Using student and subject fixed effects models, we find that, on average, there is no significant difference in c…
Homelessness and Student Outcomes by Gender, Race/Ethnicity, and School Level
A substantial number of U.S. students experience homelessness, yet our understanding of how homelessness shapes student outcomes is limited. We use 7 years of longitudinal data on Indiana students in kindergarten through eighth grade, including more than 40,000 students who experienced homelessness, to examine the associations between homelessness and academic and behavioral outcomes. Our data indicate that Black and low-income students are more …
An Anxious Teacher
This study combines state-level teacher survey data with administrative records for Indiana students in Grades 3 through 8 to examine the association between math teaching anxiety and student math achievement. We find that students from underserved backgrounds, including those from low-income, Black, and Hispanic families, are more likely to be assigned to teachers who report higher levels of math teaching anxiety. Student fixed-effects models sh…
School Choice and Performance (9 works) · Academic achievement (8 works) · Psychology (8 works) · Mathematics education (7 works) · Sociology (7 works) · Political science (5 works) · Student achievement (5 works) · Demography (4 works) · Higher Education Research Studies (4 works) · Mathematics (4 works)