Erin M Fahle
Biographic Data
| ID | 242294 |
|---|---|
| NAME | Erin M Fahle |
| GIVEN NAMES | Erin M |
| FAMILY NAME | Fahle |
| SIGNATURE | FAHLE E M |
| AFFILIATIONS | Stanford University, Stanford, CA |
| ORCID | 0000-0003-2404-6399 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 43 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
School District and Community Factors Associated with Test Score Declines During the Covid-19 Pandemic
Using data from approximately 7,800 school districts, we show that test score declines during the pandemic were large and highly variable. We find that test score declines were larger in lower-income and minority districts, but that within districts, White students and non–economically disadvantaged students lost about the same amount of ground as Black, Hispanic, and economically disadvantaged students. We find that the test score declines were …
Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps
U.S. public schools are racially and economically segregated. Prior research shows that the desegregation of Southern schools beginning in the 1960s led to significant benefits for Black students. Less clear, however, is whether segregation today has the same harmful effects as it did 50 years ago and through what mechanisms segregation continues to affect achievement. We estimate the effects of current-day school segregation on racial achievemen…
Racial Segregation and School Poverty in the United States, 1999-2016
Assessment for Monitoring of Education Systems
Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress …
Gender Achievement Gaps in U.S. School Districts
We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008–2009 through 2015–2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school …
The Relationship Between Test Item Format and Gender Achievement Gaps on Math and ELA Tests in Fourth and Eighth Grades
Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests’ item formats. Using roughly 8 million fourth- and eighth-grade students’ scores on state assessments, we estimate state- and distri…
How Much Do Test Scores Vary Among School Districts? New Estimates Using Population Data, 2009–2015
This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school district during the 2008–09 to 2014–15 school years, we estimate intraclass correlations (ICCs) as a m…
Racial Segregation and School Poverty in the United States, 1999-2016
Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps
U.S. public schools are racially and economically segregated. Prior research shows that the desegregation of Southern schools beginning in the 1960s led to significant benefits for Black students. Less clear, however, is whether segregation today has the same harmful effects as it did 50 years ago and through what mechanisms segregation continues to affect achievement. We estimate the effects of current-day school segregation on racial achievemen…
Gender Achievement Gaps in U.S. School Districts
We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008–2009 through 2015–2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school …
How Much Do Test Scores Vary Among School Districts? New Estimates Using Population Data, 2009–2015
This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school district during the 2008–09 to 2014–15 school years, we estimate intraclass correlations (ICCs) as a m…
The Relationship Between Test Item Format and Gender Achievement Gaps on Math and ELA Tests in Fourth and Eighth Grades
Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests’ item formats. Using roughly 8 million fourth- and eighth-grade students’ scores on state assessments, we estimate state- and distri…
Assessment for Monitoring of Education Systems
Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress …
The Relationship Between Test Item Format and Gender Achievement Gaps on Math and ELA Tests in Fourth and Eighth Grades
Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests’ item formats. Using roughly 8 million fourth- and eighth-grade students’ scores on state assessments, we estimate state- and distri…
How Much Do Test Scores Vary Among School Districts? New Estimates Using Population Data, 2009–2015
This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school district during the 2008–09 to 2014–15 school years, we estimate intraclass correlations (ICCs) as a m…
Assessment for Monitoring of Education Systems
Standardized tests are regularly used as education system monitoring tools to compare the average performance of students living in different states or belonging to different subgroups (e.g., defined by race/ethnicity, sex, or parental income) and to track their progress over time. This article describes some uses and design features of tests in system monitoring contexts. We provide the example of the National Assessment of Educational Progress …
Gender Achievement Gaps in U.S. School Districts
We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008–2009 through 2015–2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school …
Racial Segregation and School Poverty in the United States, 1999-2016
Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps
U.S. public schools are racially and economically segregated. Prior research shows that the desegregation of Southern schools beginning in the 1960s led to significant benefits for Black students. Less clear, however, is whether segregation today has the same harmful effects as it did 50 years ago and through what mechanisms segregation continues to affect achievement. We estimate the effects of current-day school segregation on racial achievemen…
School District and Community Factors Associated with Test Score Declines During the Covid-19 Pandemic
Using data from approximately 7,800 school districts, we show that test score declines during the pandemic were large and highly variable. We find that test score declines were larger in lower-income and minority districts, but that within districts, White students and non–economically disadvantaged students lost about the same amount of ground as Black, Hispanic, and economically disadvantaged students. We find that the test score declines were …
Psychology (6 works) · School Choice and Performance (6 works) · Mathematics education (5 works) · Political science (4 works) · Sociology (4 works) · Academic achievement (3 works) · Demographic economics (3 works) · Demography (3 works) · Demography (3 works) · Economics (3 works)