Li, Diyi. The Effect of Non-Resident Enrollment Growth on In-State College Students. Working Paper (Job Market Paper). (link)
Abstract: I use student-level administrative data from a state flagship university to study the effect of changes in non-resident enrollment on in-state student outcomes. I leverage within-major and cross-time variation in non-resident enrollment using a differences-in-differences framework. I find no evidence of negative effects of non-resident enrollment growth on third-year persistence or performance outcomes for in-state students. Moreover, there is no effect heterogeneity by in-state student race or gender. There is some evidence of effect heterogeneity when I split total non-resident enrollment into (a) out-of-state domestic enrollment and (b) foreign enrollment. Specifically, the results reveal no adverse effects of out-of-state domestic enrollment growth on in-state students for any outcome measure. However, although it is modest in magnitude, there is some evidence that increasing foreign enrollment has negative effects on the postsecondary persistence of in-state students.
Abstract: I use student-level administrative data from a state flagship university to study the effect of changes in non-resident enrollment on in-state student outcomes. I leverage within-major and cross-time variation in non-resident enrollment using a differences-in-differences framework. I find no evidence of negative effects of non-resident enrollment growth on third-year persistence or performance outcomes for in-state students. Moreover, there is no effect heterogeneity by in-state student race or gender. There is some evidence of effect heterogeneity when I split total non-resident enrollment into (a) out-of-state domestic enrollment and (b) foreign enrollment. Specifically, the results reveal no adverse effects of out-of-state domestic enrollment growth on in-state students for any outcome measure. However, although it is modest in magnitude, there is some evidence that increasing foreign enrollment has negative effects on the postsecondary persistence of in-state students.
Li, Diyi and Cory Koedel (2018). A Technical Comment on Li and Koedel (2017): Author Response. Educational Researcher 47(4): 262-263. (Published Article)
Abstract: In this short note we respond to Judson Laughter’s technical comment on our 2017 published article in Educational Researcher.
Abstract: In this short note we respond to Judson Laughter’s technical comment on our 2017 published article in Educational Researcher.
Li, Diyi and Cory Koedel (2017). Representation and Salary Gaps by Race/Ethnicity and Gender at Selective Public Universities. Educational Researcher 46(7): 343-354. (Published Article) (Working Paper Version) (Post-Publication Correction)
Abstract: We use data from 2015–2016 to document faculty representation and wage gaps by race-ethnicity and gender in six fields at selective public universities. Consistent with widely available information, Black, Hispanic, and female professors are underrepresented and White and Asian professors are overrepresented in our data. Disadvantaged minority and female underrepresentation is driven predominantly by underrepresentation in science and math intensive fields. A comparison of senior and junior faculty suggests a trend toward greater diversity, especially in science and math intensive fields, because younger faculty are more diverse. However, Black faculty are an exception. We decompose racial-ethnic and gender wage gaps and show that academic field, experience, and research productivity account for most or all of the gaps. We find no evidence of wage premiums for individuals who improve diversity, although for Black faculty we cannot rule out a modest premium.
Abstract: We use data from 2015–2016 to document faculty representation and wage gaps by race-ethnicity and gender in six fields at selective public universities. Consistent with widely available information, Black, Hispanic, and female professors are underrepresented and White and Asian professors are overrepresented in our data. Disadvantaged minority and female underrepresentation is driven predominantly by underrepresentation in science and math intensive fields. A comparison of senior and junior faculty suggests a trend toward greater diversity, especially in science and math intensive fields, because younger faculty are more diverse. However, Black faculty are an exception. We decompose racial-ethnic and gender wage gaps and show that academic field, experience, and research productivity account for most or all of the gaps. We find no evidence of wage premiums for individuals who improve diversity, although for Black faculty we cannot rule out a modest premium.
Koedel, Cory, Diyi Li, Morgan S. Polikoff, Tenice Hardaway and Stephani L. Wrabel (2017). Mathematics Curriculum Effects on Student Achievement in California. AERA Open 3(1): 1-22. (Published Article)
Abstract: We estimate relative achievement effects of the four most commonly adopted elementary-mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05-0.08 student-level standard deviations of the grade-3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.
Abstract: We estimate relative achievement effects of the four most commonly adopted elementary-mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05-0.08 student-level standard deviations of the grade-3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.