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. Author manuscript; available in PMC: 2022 Jul 15.
Published in final edited form as: J Policy Anal Manage. 2021 Aug 31;40(4):1197–1229. doi: 10.1002/pam.22326

Figure 4: Post-reassignment trends on math and reading achievement, chronic absenteeism, and suspension estimated separately for students who attending their base school and students not attending their base school.

Figure 4:

Note: Data are drawn from WCPSS administrative records. Math and reading achievement data are available for students in grades 3–8; chronic absenteeism data are for students in all grades in years 2005–2010; suspension data are available for students in all grades and years with administrative data. All models include controls for student race/ethnicity, gender, special education, and ELL status; percent of students reassigned into student’s assigned school, percent of students reassigned out of student’s assigned school, node-by-grade fixed effects, year fixed effects as described in Equation (1). While all models include terms for 4 or more years before and after reassignment, these are not reported here due to imprecision. One year before reassignment represents the reference year and is indicated by “—”.