Table 4:

Effects of reassignment on characteristics of assigned school, with node-by-grade fixed effects

	Distance to assigned school	Mean math achievement of assigned school	Proportion Black or Hispanic at assigned school
Three years before reassignment	−0.106* (0.048)	−0.004 (0.004)	−0.003 (0.002)
Two years before reassignment	−0.086* (0.038)	0.010*** (0.003)	−0.002 (0.001)
One year before reassignment	—	—	—
Year of reassignment	−0.160* (0.076)	0.000 (0.005)	−0.026*** (0.003)
One year after reassignment	−0.354*** (0.077)	0.016** (0.006)	−0.030*** (0.003)
Two years after reassignment	−0.452*** (0.082)	0.025*** (0.006)	−0.032*** (0.003)
Three years after reassignment	−0.505*** (0.084)	0.045*** (0.006)	−0.029*** (0.003)
Constant	4.953*** (0.261)	0.024* (0.012)	0.351*** (0.006)
N (student-year)	1,098,210	904,727	1,353,521
R-square (overall)	0.002	0.015	0.024

^***p<0.001,

^**p<0.01,

^*p<0.05

Note: Data are drawn from WCPSS administrative records. Distance to assigned school data are available for students in all grades and years with administrative data; mean math achievement data are available for all students in years in which their assigned school enrolls students in grades 3–8; proportion Black and Hispanic 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 “—”.