Douglas L Lauen
Biographic Data
| ID | 4136944 |
|---|---|
| NAME | Douglas L Lauen |
| GIVEN NAMES | Douglas L |
| FAMILY NAME | Lauen |
| SIGNATURE | LAUEN D L |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0000-0003-0213-6086 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 81 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality
Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that p…
Space, Place and Educational Settings
This open access book covers the topic of educational settings in space and place thereby adopting quantitative and qualitative methodologies. Free read!
Missing Academic Targets in Ninth Grade: Do Early College High Schools Give Students Second Chances for College
Can Quasi‐experimental Evaluations That Rely on State Longitudinal Data Systems Replicate Experimental Results
Do quasi‐experimental (QE) studies conducted with baseline covariates that are typically available in the longitudinal administrative state databases yield unbiased effect estimates? This paper conducts a within‐study comparison (WSC) study that compares experimental impacts of early college high school (ECHS) attendance with QE impacts drawn from the state and locales. We find that (1) QE models for outcomes with natural (matching) pretests repl…
Space, Place and Educational Settings
A path towards citizenship: The effects of early college high schools on criminal convictions and voting
Social returns to private choice? Effects of charter schools on behavioral outcomes, arrests, and civic participation
Evaluating Charter School Achievement Growth in North Carolina: Differentiated Effects among Disadvantaged Students, Stayers, and Switchers
Charter school effects remain uncertain. Small lottery studies on high-performing charters produce impressive results, but large observational studies on the full range of charter schools are less encouraging. To make matters worse, these observational studies that aim for representativeness are based on only switchers, a small and unrepresentative population, arguably defeating the purpose of this design. In the first study of charter school eff…
Early Colleges at Scale: Impacts on Secondary and Postsecondary Outcomes
We examine the impacts of early college high schools, small schools of choice located on college campuses. These schools provide a no-cost opportunity for students to earn college credit—or a 2-year degree—while in high school. Using rich administrative data on multiple cohorts of students and quasiexperimental methods informed by the within-study comparison literature, we estimate program impacts of enrolling in a North Carolina early college in…
Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning
Scholars continue to debate whether gains on the state tests used for accountability generalize to other measures of student achievement. Using panel data on students from a large urban school district, we estimate the impact of accountability pressure related to the No Child Left Behind Act on two measures of academic achievement: the state test and an “audit” test that is not tied to the accountability system. Overall, we find that accountabili…
Positioning Charter Schools in Los Angeles: Diversity of Form and Homogeneity of Effects
The debate over charter school effectiveness relies largely on neoclassical logic: individual parents or students express demand for a widening array of school types and then experience variable levels of organizational quality. We argue that market-like behavior is nested in segments of local organizational fields with different types of charter school operators seeking market niches to reduce resource uncertainties. We first describe the emerge…
School accountability and the black-white test score gap
Exposure to Classroom Poverty and Test Score Achievement: Contextual Effects or Selection
It is widely believed that impoverished contexts harm children. Disentangling the effects of family background from the effects of other social contexts, however, is complex, making causal claims difficult to verify. This study examines the effect of exposure to classroom poverty on student test achievement using data on a cohort of children followed from third through eighth grade. Cross-sectional methods reveal a substantial negative associatio…
Status versus growth: The distributional effects of school accountability policies
Center, housed at Duke University, for providing us with access to the data for this Although the federal No Child Left Behind program judges the effectiveness of schools based on their students ’ achievement status, many policy analysts argue that schools should be measured, instead, by their students ’ achievement growth. Using a tenyear student-level panel dataset from North Carolina, we examine how school-specific pressure associated with the…
Exposure to Classroom Poverty and Test Score Achievement: Contextual Effects or Selection
It is widely believed that impoverished contexts harm children. Disentangling the effects of family background from the effects of other social contexts, however, is complex, making causal claims difficult to verify. This study examines the effect of exposure to classroom poverty on student test achievement using data on a cohort of children followed from third through eighth grade. Cross-sectional methods reveal a substantial negative associatio…
Status versus growth: The distributional effects of school accountability policies
Center, housed at Duke University, for providing us with access to the data for this Although the federal No Child Left Behind program judges the effectiveness of schools based on their students ’ achievement status, many policy analysts argue that schools should be measured, instead, by their students ’ achievement growth. Using a tenyear student-level panel dataset from North Carolina, we examine how school-specific pressure associated with the…
School accountability and the black-white test score gap
Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality
Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that p…
Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning
Scholars continue to debate whether gains on the state tests used for accountability generalize to other measures of student achievement. Using panel data on students from a large urban school district, we estimate the impact of accountability pressure related to the No Child Left Behind Act on two measures of academic achievement: the state test and an “audit” test that is not tied to the accountability system. Overall, we find that accountabili…
Can Quasi‐experimental Evaluations That Rely on State Longitudinal Data Systems Replicate Experimental Results
Do quasi‐experimental (QE) studies conducted with baseline covariates that are typically available in the longitudinal administrative state databases yield unbiased effect estimates? This paper conducts a within‐study comparison (WSC) study that compares experimental impacts of early college high school (ECHS) attendance with QE impacts drawn from the state and locales. We find that (1) QE models for outcomes with natural (matching) pretests repl…
Positioning Charter Schools in Los Angeles: Diversity of Form and Homogeneity of Effects
The debate over charter school effectiveness relies largely on neoclassical logic: individual parents or students express demand for a widening array of school types and then experience variable levels of organizational quality. We argue that market-like behavior is nested in segments of local organizational fields with different types of charter school operators seeking market niches to reduce resource uncertainties. We first describe the emerge…
Early Colleges at Scale: Impacts on Secondary and Postsecondary Outcomes
We examine the impacts of early college high schools, small schools of choice located on college campuses. These schools provide a no-cost opportunity for students to earn college credit—or a 2-year degree—while in high school. Using rich administrative data on multiple cohorts of students and quasiexperimental methods informed by the within-study comparison literature, we estimate program impacts of enrolling in a North Carolina early college in…
Evaluating Charter School Achievement Growth in North Carolina: Differentiated Effects among Disadvantaged Students, Stayers, and Switchers
Charter school effects remain uncertain. Small lottery studies on high-performing charters produce impressive results, but large observational studies on the full range of charter schools are less encouraging. To make matters worse, these observational studies that aim for representativeness are based on only switchers, a small and unrepresentative population, arguably defeating the purpose of this design. In the first study of charter school eff…
A path towards citizenship: The effects of early college high schools on criminal convictions and voting
Status versus growth: The distributional effects of school accountability policies
Center, housed at Duke University, for providing us with access to the data for this Although the federal No Child Left Behind program judges the effectiveness of schools based on their students ’ achievement status, many policy analysts argue that schools should be measured, instead, by their students ’ achievement growth. Using a tenyear student-level panel dataset from North Carolina, we examine how school-specific pressure associated with the…
Exposure to Classroom Poverty and Test Score Achievement: Contextual Effects or Selection
It is widely believed that impoverished contexts harm children. Disentangling the effects of family background from the effects of other social contexts, however, is complex, making causal claims difficult to verify. This study examines the effect of exposure to classroom poverty on student test achievement using data on a cohort of children followed from third through eighth grade. Cross-sectional methods reveal a substantial negative associatio…
School accountability and the black-white test score gap
Positioning Charter Schools in Los Angeles: Diversity of Form and Homogeneity of Effects
The debate over charter school effectiveness relies largely on neoclassical logic: individual parents or students express demand for a widening array of school types and then experience variable levels of organizational quality. We argue that market-like behavior is nested in segments of local organizational fields with different types of charter school operators seeking market niches to reduce resource uncertainties. We first describe the emerge…
Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning
Scholars continue to debate whether gains on the state tests used for accountability generalize to other measures of student achievement. Using panel data on students from a large urban school district, we estimate the impact of accountability pressure related to the No Child Left Behind Act on two measures of academic achievement: the state test and an “audit” test that is not tied to the accountability system. Overall, we find that accountabili…
Early Colleges at Scale: Impacts on Secondary and Postsecondary Outcomes
We examine the impacts of early college high schools, small schools of choice located on college campuses. These schools provide a no-cost opportunity for students to earn college credit—or a 2-year degree—while in high school. Using rich administrative data on multiple cohorts of students and quasiexperimental methods informed by the within-study comparison literature, we estimate program impacts of enrolling in a North Carolina early college in…
Evaluating Charter School Achievement Growth in North Carolina: Differentiated Effects among Disadvantaged Students, Stayers, and Switchers
Charter school effects remain uncertain. Small lottery studies on high-performing charters produce impressive results, but large observational studies on the full range of charter schools are less encouraging. To make matters worse, these observational studies that aim for representativeness are based on only switchers, a small and unrepresentative population, arguably defeating the purpose of this design. In the first study of charter school eff…
Social returns to private choice? Effects of charter schools on behavioral outcomes, arrests, and civic participation
Can Quasi‐experimental Evaluations That Rely on State Longitudinal Data Systems Replicate Experimental Results
Do quasi‐experimental (QE) studies conducted with baseline covariates that are typically available in the longitudinal administrative state databases yield unbiased effect estimates? This paper conducts a within‐study comparison (WSC) study that compares experimental impacts of early college high school (ECHS) attendance with QE impacts drawn from the state and locales. We find that (1) QE models for outcomes with natural (matching) pretests repl…
Space, Place and Educational Settings
A path towards citizenship: The effects of early college high schools on criminal convictions and voting
Space, Place and Educational Settings
This open access book covers the topic of educational settings in space and place thereby adopting quantitative and qualitative methodologies. Free read!
Missing Academic Targets in Ninth Grade: Do Early College High Schools Give Students Second Chances for College
Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality
Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that p…
Psychology (11 works) · School Choice and Performance (11 works) · Economics (9 works) · Political science (8 works) · Mathematics education (7 works) · Higher Education Research Studies (6 works) · Law (5 works) · Medicine (5 works) · Academic achievement (4 works) · Demographic economics (4 works)