Ethnic studies increases longer-run academic engagement and attainment

Area of Science:

• Education Policy
• Sociology of Education
• Curriculum Studies

Background:

• Ethnic studies (ES) courses are increasingly adopted in US public schools, driven by interest in anti-racist education.
• A key rationale for ES is its potential to improve student engagement and outcomes through culturally relevant and critical content.
• However, robust quantitative evidence supporting these claims remains limited.

Purpose of the Study:

• To examine the longer-run impact of a grade 9 ethnic studies course on student outcomes.
• To provide quantitative evidence for the effectiveness of ethnic studies in public schools.

Main Methods:

• A preregistered regression-discontinuity design was employed.
• The study analyzed data from the San Francisco Unified School District.
• Student assignment to the ethnic studies course was based on a grade 8 GPA threshold of 2.0.

Main Results:

• Assignment to the ethnic studies course significantly increased the probability of high school graduation for students near the GPA threshold.
• Exploratory analyses indicated increased student engagement measures, such as attendance, throughout high school.
• Assignment also positively impacted the probability of postsecondary matriculation.

Conclusions:

• Ethnic studies courses can have a significant positive impact on key student outcomes, including high school graduation.
• The findings provide quantitative support for the long-standing rationale behind ethnic studies implementation.
• Further research can explore the mechanisms through which ethnic studies influences engagement and academic success.