Appendix Table 4: Instrumental variable estimates of the effects of moving to reassigned school.

Results in top panel are from model that simultaneously instruments for each of the post-reassignment annual measures of “node reassigned, attends base” with the set of annual indicators for node reassignment

Year	Reading Scores	Math Scores	Chronic Absenteeism	Suspension
Year of Reassignment	−0.029** (0.013)	−0.023* (0.013)	−0.002 (0.006)	−0.011*** (0.003)
1 yr post	0.013 (0.013)	0.030** (0.013)	0.003 (0.006)	−0.011*** (0.002)
2 yrs post	0.029** (0.013)	0.055** (0.013)	0.000 (0.006)	0.004* (0.002)
3 yrs post	0.018 (0.014)	0.066** (0.015)	−0.009 (0.006)	0.002 (0.003)

^*p<0.10,

^**p<0.05,

^***p<0.01

Note: Data are drawn from WCPSS administrative records. Hteroskedastic robust standard errors clustered at the node-grade level presented in parentheses below coefficient estimate. Coefficients in each column are estimates of the effect of a student moving to their reassigned school on the outcome listed at the top of each column, and are from a single panel instrumental variables (IV) regression. In these regressions we instrument the potentially endogenous indicators for a student attending their reassigned school at time t (i.e. year of reassignment, one year post reassignment, etc.) with indicators that a student lives in a node that was reassigned t years ago. Models include covariates measuring subsequent node reassignments, the proportion of students reassigned in and out of a school, and measures of student special education status, sex, and race/ethnicity. Models also include fixed effects for node-grade and calendar year. See the discussion of equation (1) in the main text for further detail on the measures included in the model.