Diane Whitmore Schanzenbach views it differently. A senior fellow at Brookings who directs the Hamilton Project, Schanzenbach has studied the food stamp program for two decades. She said policies that serve as “food police” tend to raise stigma rather than help families and individuals who need better access to food. When New York City’s “soda ban” on sugary drinks at food-service establishments failed in 2013, the idea initially sounded simple but was bedeviled with details, Schanzenbach said: “You could purchase V8 juice but not V8 splash. Try to explain that to someone.”
For many children, summer vacation evokes images of their favorite foods: backyard barbecues, fresh farmer’s market produce, s’mores by the campfire and frozen delights from the ice cream truck. However, for the 13 million children in America living in food-insecure households — homes lacking the adequate resources to purchase the food needed for an active, healthy lifestyle — summer vacation offers less relief than it does hunger and uncertainty.
The new FTC initiative can help give a voice to the diffuse groups harmed by anticompetitive licensing regulations. And the Federal Trade Commission is uniquely positioned to tackle this issue, with its longstanding and bipartisan tradition of promoting competition, and a professional staff well-versed in the economic evidence.
“DeVos was relying on evidence from one specific program, but the broader research on money in education generally paints a more positive picture. “There’s this notion out there that increased spending doesn’t help,” said Diane Whitmore Schanzenbach who has studied school spending and is the director the Hamilton Project at the Brookings Institution. “There’s good evidence that indeed increased spending does help — it increases student test scores and it improves later life outcomes.” A few major national studies have reached that conclusion. One analysis, published in the peer-reviewed Quarterly Journal of Economics, found that court-ordered increases in school spending caused students to attend college at higher rates and earn more money as adults. Another study, coauthored by Schanzenbach, showed that when states increased spending they saw substantial increases in scores on the federal NAEP exam.”
“If college is a good investment versus not going to college, how does it stack up against other investments? In other words, instead of paying $15,000 for a four-year degree, should you invest in other financial instruments? The Hamilton Project, which emanates from the Brookings Institution, recently released a report comparing different financial investments versus a college education in terms of annual return on investment.”
“Job creation has been slow. According to the Hamilton Project, the economy has still not quite made up for the Great Recession jobs gap. That’s the jobs lost, plus those that would have been created without the downturn.”
“Yet Diane Whitmore Schanzenbach, the director of the Hamilton Project and a professor of education and social policy at Northwestern University, said researchers should help make parents and the public more aware of the security precautions that researchers already use. Schanzenbach, whose research often includes student data from the National Center for Education Statistics, noted that every research project she has worked on included detailed data protocols—up to "some data that I could only access on a standalone computer that was not connected to the internet and that was kept in a locked safe when I wasn't using it."
“As for hospital-based charity, it can vary widely. Most studies find for-profit hospitals provide less charity care than nonprofit medical centers. But getting aid from a non-profit hospital isn’t exactly a gimme. A [Hamilton Project] paper published by the Brookings Institution in 2015 pointed out that the non-profit hospitals with the most funds that could be devoted to charity care—that is, covering or forgiving medical bills of those who cannot pay full—are not located in the geographic areas where the need is greatest.”
“While the money in Camden, N.J., has led to relatively little academic progress, our stories from North Carolina, Indiana and Massachusetts offer a compelling counterpoint to the idea that money doesn't really matter…The first, we'll call it Study A, looked at how well these low-income students performed on the NAEP test, the National Assessment of Educational Progress. “After the spending increased, test scores slowly, surely increased as a result," says one of the researchers, Diane Whitmore Schanzenbach, who is also an associate professor at Northwestern's School of Education and Social Policy.”
“The Hamilton Project at the Brookings Institution in Washington calculates what it call the “jobs gap,” the number of jobs that the economy needs to create to return to pre-recession employment levels while also absorbing the people who enter the potential labor force each month. This month, the gap dropped to 340,000.”
“Your career choice also plays a big role in how much you earn, and for liberal arts majors, career options are pretty broad, according to a new report from The Hamilton Project at the Brookings Institution. Ryan Nunn, an author of the report, said he was shocked to see just how much variety there actually is among people with the same major… "There's a lot of variety across majors, but STEM majors do have a more clear path to the higher paying jobs," said Nunn.”
Researchers at the Hamilton Project found that students who studied finance, engineering and computer science tend to make the most money after graduation, while those who majored in counseling, social work and early childhood education saw the lowest wages. The more modestly paying fields, however, boasted a sneaky advantage.
A new analysis from the Hamilton Project at the Brookings Institution sheds some light on how post-college career decisions and gender (and, yes, college major) interact to produce different earnings outcomes. The analysis finds that, generally speaking, while college major does affect earnings, the decisions people make about what career to pursue play a large role as well. In fact, different career paths can explain 15 to 25 percent of earning variations among people who majored in the same thing in college. Philosophy majors who go on to work as management analysts earn a salary of about $72,000; those who become post-secondary teachers earn only $51,000.
Harvard University’s David Deming argued in a recent [Hamilton Project] paper that despite free college’s positive impact on relieving the financial burden on students and families, it has another serious limitation -- the open-access and minimally selective colleges most often attended by low-income students are also the institutions with the fewest resources to help those students complete their degrees.
The solution, according to a [Hamilton Project] paper released today by Harvard economist David Deming, is to provide states with a financial incentive to focus on improving outcomes while also reducing costs to families…Yet if states don’t increase spending to support more students on campus, the same pot of money will be stretched over a larger share of students. “You’re going to get low tuition, low spending, low completion rates,” Deming said while presenting his proposal at an event sponsored by The Hamilton Project at the Brookings Institution.
The often-described “teacher shortage” may not be as widespread as commonly thought, but there are places and subjects where teachers are hard to find, and a new report puts forth some fairly straightforward solutions for that. The analysis, published through the Hamilton Project at the Brookings Institution, wades into the much-argued question of whether teacher shortages are real and what should be done about them.
Judging by the headlines, public schools in the U.S. are in crisis mode, struggling with the first major teacher shortage since the 1990s. The New York Times, The Washington Post, National Public Radio and, yes, The Seattle Times have all contributed to a growing perception that there just aren’t enough teachers to do the job. And since 2011, mentions of the phrase “teacher shortage” in U.S. news coverage spiked more than 1,300 percent to nearly 4,000 times last year, according to a new [Hamilton Project] report by Dan Goldhaber, director of the Center for Education Data and Research at the University of Washington.
According to a September 2010 study titled ‘Ten Economic Facts About Immigration,’ from the Hamilton Project, an economic policy initiative from the nonprofit policy organization the Brookings Institution, ‘taxes paid by immigrants and their children — both legal and unauthorized — exceed the costs of the services they use.’ Even the high cost of childcare for immigrants, often seen as a burden on the American taxpayer, are proportional to the children of native-born parents. The cost is cancelled out when what those parents and children put back into the system is considered.
Parents who have children with birthdays on the cusp between two school years increasingly face a quandary. Should they hold their child back a year — also known as academic redshirting — to allow them to enter kindergarten as the oldest in the grade, or is it better to send them straight away as the youngest in the grade? "This is one of the most popular questions out there on the playground," Diane Schanzenbach, an education researcher and professor at Northwestern University, said on the podcast EdNext. "I think more often than not it's a mistake to redshirt your kindergartener," she continued.
In this week’s episode, Marty West talks with Diane Schanzenbach, about the down side of academic redshirting. Schanzenbach is a professor of education and social policy at Northwestern University and director of the Hamilton Project at the Brookings Institution. Along with Stephanie Howard Larson, Diane is the author of the article “Is your child ready for kindergarten?” which will appear in the Summer 2017 issue of the journal.
In other areas, the relationship between public programs and higher incomes and employment rates is more indirect and takes longer to play out, but researchers are analyzing vast troves of data to detect trends. For example, the food stamp program was introduced gradually in the United States from 1961 to 1975. Hilary Hoynes of the University of California, Berkeley, Diane Whitmore Schanzenbach of Northwestern University and Douglas Almond of Columbia University have found that low-income children who benefited from the program were healthier and more likely to be working decades later than otherwise similar children in counties where the program arrived later.
For me, the age gap didn't really matter until my freshman year at college, when I was only 17 and couldn't vote in the 2012 presidential election with everybody else. Feeling left out, I started to wish my parents had waited to put me in school. But, Diane Schanzenbach, an education professor at Northwestern University, and Stephanie Larson, director of Rose Hall Montessori School, have made me think twice. The two recently published an article on the emotional and economic toll that redshirting can have on students, despite all its praise from writers like Malcolm Gladwell.
The administration’s relationship to the Fed, and its appointment of governors, must be based not on politics but on the same question every president ought to ask: Who and what will best serve our country?
However, new evidence-based advice published Tuesday in the journal Education Next suggests redshirting may do more harm than good. ‘While children derive a short-term gain from being redshirted, that advantage dissipates quickly over time,’ authors Diane Whitmore Schanzenbach and Stephanie Howard Larson said in their report.