Ethnic studies increases longer-run academic engagement and attainment

Year of Publication: 
2021
Publication: 
Proceedings of the National Academy of Sciences

Anti-racist curricula and teaching methods are a potentially potent way for schools to better promote a just society and improve educational outcomes for low-income students and students of color. Ethnic studies (ES) courses in K–12 schools are an increasingly common and prominent example of such culturally relevant and critically engaged practice. Proponents tout the benefits of ES for increasing student engagement and academic outcomes, yet there is little causal evidence supporting these claims. In this study, we use a preregistered regression-discontinuity research design to identify the longer-term impacts on educational attainment and engagement of being assigned to an ES course in grade 9. We find that assignment to ES substantially increased high school graduation, attendance, and the probability of enrolling in college.

Primary Research Area:

APA Citation

Bonilla, S., Dee, T.S., & Penner, E.K. (2021). Ethnic studies increases longer-run academic engagement and attainment. Proceedings of the National Academy of Sciences.