Peer-Reviewed Journal Publications
Swiderski, T. (in press). “Testing the way forward: The impact of statewide ACT or SAT testing on postsecondary outcomes.” Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737241241260
Abstract: Twenty-nine states require or allow all 11th graders to take the ACT or SAT in school, for free, eliminating access to testing as a barrier to college entry. I examine whether this affects postsecondary outcomes using state-aggregated panel data and time-varying difference-in-differences methods. I find policy adoption led to 2% increases in selective 4-year enrollments by students from treated states. However, adoption had no effect on enrollments within adopting states’ selective institutions, in part because institutions enrolled fewer students from out-of-state after adoption. I also find null but directionally negative effects on the number of graduates from state institutions. Therefore, impacts are small but positive for students from adopting states, but null or negative for adopting states’ institutions.
Swiderski, T. (2024). The effect of Early College High Schools on STEM Bachelor’s degree attainment: Evidence from North Carolina. Education Finance and Policy, 19(3), 437-460. https://doi.org/10.1162/edfp_a_00404 (Author’s final pre-publication PDF: Here)
Abstract: With growing demand for workers in science, technology, engineering, mathematics (STEM) and health care, it is important to assess not only whether education interventions impact educational attainment, but also students’ majors. This study examines the impact of Early College High Schools (ECHSs) on bachelor’s degree attainment by field of study using data on four hundred thousand students from North Carolina (7,300 in an ECHS). Using propensity score weighting, I find that ECHSs increase bachelor’s degree attainment within ten years of high school entry by 4.7 percentage points (19 percent over baseline), with STEM degree attainment increasing by 1.3 to 2.4 points (18 to 34 percent). However, within STEM and STEM-related fields, ECHSs increase degrees in the natural sciences (1.3 points or 45 percent), math/computer science (0.6 points or 60 percent), and psychology (1.2 points or 57 percent), but have null and directionally negative effects on engineering (−0.1 points or −7 percent) and health care (−0.3 points or −17 percent). Patterns are generally similar across student subgroups, though male students drive increases in computer science/mathematics, whereas female and White students drive decreases in health care. Thus, ECHSs increase STEM degree attainment overall, but more research is needed to examine whether intensive dual-enrollment experiences like the ECHS may create barriers or disincentives to pursuing certain STEM fields.
Hemelt, S., & Swiderski, T. (2022). College comes to high school: Participation and performance in Tennessee’s innovative wave of dual-credit courses. Educational Evaluation and Policy Analysis, 44(2), 313-341. DOI: https://doi.org/10.3102/01623737211052310
Abstract: We analyze the rollout of a Statewide Dual-Credit (SDC) program intended to expand access to college-level courses during high school. We find that SDC increased early postsecondary course-taking among students in the middle of the achievement distribution, especially through courses in vocational subjects, without decreasing participation in Advanced Placement (AP). However, SDC was mostly offered by schools already providing courses in similar subject areas and was less frequently offered in small relative to large schools, thus doing little to ameliorate placed-based gaps in course-taking opportunities. Furthermore, a majority of students failed the end-of-course exams necessary to secure college credit, and those who passed closely resemble students who pass AP exams. Low SDC exam pass rates predict school-level discontinuation of SDC courses over and above a range of other factors that reflect student demand and staffing capacity.
Swiderski, T., Lauen, D. L., Fuller, S. C., & Unlu, F. (2021). A path towards citizenship: The effects of Early College High Schools on criminal convictions and voting. Social Science Research, 99. https://doi.org/10.1016/j.ssresearch.2021.102584
Abstract: Building on a growing literature showing that early college high schools substantially improve educational outcomes, we investigate possible spillover impacts of this intervention on civic outcomes in North Carolina, which has early colleges in most of its 100 counties. We present both lottery and observational impacts on voting and criminal convictions. Our results suggest a modest increase in voting during early adulthood of about 4–5 percent, though lottery estimates do not rule out a null effect. For criminal convictions, lottery estimates are imprecise due to very low conviction rates, but observational evidence suggests a moderate decrease in convictions. We additionally identify stronger impacts on voting and conviction outcomes for key student subgroups, particularly black males and economically-disadvantaged white students. These results suggest that scaling up the early college program can improve youth civic outcomes and help to close key civic and political participation gaps.
Other Publications: Pandemic Impacts & Recovery
Fuller, S. C., Bastian, K. C., Swiderski, T., & Lauen, D. L. (2024). Post-pandemic changes in absences and chronic absence rates through 2022-23. Education Policy Initiative at Carolina. https://epic.unc.edu/wp-content/uploads/sites/1268/2024/03/Post-pandemic-Changes-in-Absences-and-Chronic-Absence-Rates-in-NC-2022-2023.pdf
Swiderski, T., Fuller, S. C., & Bastian, K. C. (2024). The persistence of post-pandemic chronic absenteeism. Chapel Hill, NC: Education Policy Initiative at Carolina. https://epic.unc.edu/wp-content/uploads/sites/1268/2024/05/Persistence-of-Absenteeism.pdf
Swiderski, T., Fuller, S. C., & Bastian, K. C. (2024). Student-level attendance patterns show depth, breadth, and persistence of post-pandemic absenteeism. Brookings Brown Center Chalkboard. https://www.brookings.edu/articles/student-level-attendance-patterns-show-depth-breadth-and-persistence-of-post-pandemic-absenteeism/
Fuller, S. C., Bastian, K., Swiderski, T., & Mikkelsen, C. (2023). Effects of the COVID-19 pandemic on student attendance, grades, grade retention, and suspensions in North Carolina through the 2021-22 school year. Education Policy Initiative at Carolina. https://epic.unc.edu/wp-content/uploads/sites/1268/2023/06/Effects-of-the-COVID-19-Pandemic-on-Student-Attendance-Grades-Grade-Retention-and-Suspensions.pdf
Fuller, S. C., Swiderski, T., Mikkelsen, C., & Bastian, K. C (2023). In school, engaged, on-track? The effect of the pandemic on student attendance, course grades, and grade retention in North Carolina. EdWorkingPapers No. 23-747. https://doi.org/10.26300/58h9-3r54
Swiderski, T., & Fuller, S. C. (2023). Student GPA and test score gaps are growing – and could be slowing pandemic recovery. Brookings Brown Center Chalkboard. https://www.brookings.edu/articles/student-gpa-and-test-score-gaps-are-growing-and-could-be-slowing-pandemic-recovery/
Swiderski, T., Fuller, S. C., & Black, D. (2023). Effects of the pandemic on high school STEM course-taking and performance. Education Policy Initiative at Carolina. https://epic.unc.edu/wp-content/uploads/sites/1268/2023/09/EPIC_Insights-Effects-of-the-Pandemic-on-High-School-STEM-Course-Taking-and-Performance.pdf
Swiderski, T., Fuller, S. C., Mikkelsen, C., & Bastian, K. (Feb. 15, 2023). New research shows uneven impacts of pandemic on student attendance and grades. EdNC. https://www.ednc.org/perspective-new-research-shows-uneven-impacts-of-pandemic-on-student-attendance-and-grades/
Fuller, S. C., Swiderski, T., Mikkelsen, C., Bastian, K. C., & McDonnell, J. (2022). Effect of the COVID-19 pandemic on student absences, grades, and grade retention. Education Policy Initiative at Carolina. https://epic.unc.edu/wp-content/uploads/sites/1268/2022/12/Effect-of-the-COVID-19-Pandemic-on-Student-Absences-Grades-and-Grade-Retention.pdf
Other Publications: Dual-Enrollment & Early College High Schools
Swiderski, T. (June 12, 2023). How (and why) to expand the Career and College Promise. EdNC. https://www.ednc.org/perspective-how-and-why-to-expand-n-c-s-career-and-college-promise/
Swiderski, T., & Lauen, D. L. (2019). Postsecondary degree completion among students who attended traditional, charter, and Early College High Schools in North Carolina. (available on request)
Other Publications: Teacher Preparation & Labor Markets
Bastian, K. C., Swiderski, T., & Fuller, S. C. (2024). Community college transfers in the teacher workforce: Teaching readiness, employment, performance, and retention outcomes. Education Policy Initiative at Carolina. https://epic.unc.edu/wp-content/uploads/sites/1268/2024/06/CC-Transfers-in-Teacher-Workforce.pdf
Swiderski, T., Fuller, S. C., & Bastian, K. C. (2023). Community college transfers and the pipeline of prospective teachers in North Carolina. Education Policy Initiative at Carolina. https://epic.unc.edu/wp-content/uploads/sites/1268/2023/08/EPICInsight_CCTransfers_final.pdf
Other Publications: GEAR UP NC
Miesner, R., Swiderski, T., Petry, K., Rana, R., Ruiz, J., & Fuller, S. C. (2024). Carnegie math and tutoring implementation in GEAR UP NC high schools. Education Policy Initiative at Carolina. (available on request)
Swiderski, T. (2024). Math outcomes in GEAR UP high schools through the 2023-24 school year. Education Policy Initiative at Carolina. (available on request).
Fuller, S. C., Miesner, R., Rana, R., Swiderski, T., Capers, S., D’Amico, E., Huang, C., Palermo, E., Petry, K., & Redmond, T. (2023). GEAR UP North Carolina implementation and impact: Mid-grant report. Education Policy Initiative at Carolina. (available on request).