美国公立学校的学业流动性：来自近300万名学生的证据

中文摘要

我们使用来自七个州、涵盖近300万名学生的行政面板数据，记录并探究“学业流动性”的差异——我们用这一术语描述学生在公立学校就读期间，其在学业表现分布中排名发生变化的程度。我们发现，学生的排名在小学和中学教育阶段具有很强的持续性——也就是说，总体而言，美国学校的学业流动性有限。不过，在一些学生亚群体以及各个学区之间，向上流动程度仍存在不可忽视的差异。平均而言，学业向上流动性最高的学区服务于社会经济条件更优越的群体，并且对学生学业成绩具有更高的增值效应。

Abstract

We use administrative panel data from seven states covering nearly 3 million students to document and explore variation in “academic mobility,” a term we use to describe the extent to which students’ ranks in the distribution of academic performance change during their public schooling careers. We find that student ranks are highly persistent during elementary and secondary education—that is, academic mobility is limited in U.S. schools on the whole. Still, there is non-negligible variation in the degree of upward mobility across some student subgroups as well as individual school districts. On average, districts that exhibit the greatest upward academic mobility serve more socioeconomically advantaged populations and have higher value-added to student achievement.