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Using a fuzzy regression discontinuity design, the study estimates causal impacts of an ethnic studies curriculum assigned to students with eighth-grade GPAs below a threshold. Enrollment in the course increases ninth-grade attendance, GPA, and earned credits, with large effects indicating that culturally relevant pedagogy can effectively support at-risk learners when implemented with high fidelity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-causal-effects-of-cultural-relevance-evidence-from-an-ethnic-studies-curriculum/590572/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-causal-effects-of-cultural-relevance-evidence-from-an-ethnic-studies-curriculum/590572.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study evaluate about ethnic studies courses?","Question",{"text":112,"@type":113},"It estimates the causal effects of an ethnic studies curriculum framed as culturally relevant pedagogy, using assignment tied to students’ eighth-grade GPA thresholds.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper identify causal impacts?",{"text":117,"@type":113},"It uses a fuzzy regression discontinuity design based on the fact that some schools assigned students with eighth-grade GPAs below a threshold to take the course.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes improve after students are assigned to the curriculum?",{"text":121,"@type":113},"Assignment increases ninth-grade attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590572,1792188567,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":36,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","American Educational Research Journal February 2017, Vol. 54, No. 1, pp. 127–166 DOI: 10.3102/0002831216677002  \n􀀂 2016 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nThe Causal Effects of Cultural Relevance: Evidence From an Ethnic Studies Curriculum  \nThomas S. Dee  \nStanford University  \nEmily K. Penner University of California, Irvine  \nAn extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with minority students’ experiences. Ethnic studies courses provide an example of such ‘‘culturally relevant pedagogy’’(CRP) . Despite theoretical support, quantitative evidence on the effectiveness of these courses is limited. We estimate the causal effects of an ethnic studies curriculum, using a ‘‘fuzzy’’ regression discontinuity design based on the fact that several schools assigned students with eighth-grade GPAs below a threshold to take the course. Assignment to this course increased ninth-grade attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23 . These surprisingly large effects suggest that CRP, when implemented in a high-fidelity context, can provide effective support to at-risk students.  \nKEYWORDS: culturally relevant pedagogy, ethnic studies, regression discontinuity  \nThe racial and ethnic gaps that  \noutcomes in the United States  \nexist across a variety of important student are both disturbingly large and stubbornly  \npersistent. For example, data from the recently released 2015 National  \nTHOMAS S. DEE is a professor and the associate dean for faculty affairs at Stanford University’s Graduate School of Education. Professor Dee is also the director of the Stanford Center for Education Policy Analysis (CEPA), a research associate with the programs on education, children, and health at the National Bureau of Economic Research (NBER), and a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR) . His research focuses on the application of quasi-experimental and experimental methods that provide rigorous quantitative evidence and inform contemporary policy debates in education.  \nEMILY K. PENNER is an assistant professor of education at the University of California, Irvine, 3200 Education, Irvine, CA 92697-5500; e-mail: [emily.penner@uci.edu](emily.penner@uci.edu. Her)[. Her](emily.penner@uci.edu. Her)[ ](emily.penner@uci.edu. Her)research focuses on educational inequality and policy and considers the ways that districts, schools, teachers, and parents can contribute to or ameliorate educational inequality.  \nDee, Penner  \nAssessment of Educational Progress (NAEP) indicate that on average, the mathematics knowledge of eighth-grade Black and Hispanic students in public schools lags behind that of their White peers by an amount equivalent to roughly two to three full years of learning (i.e. , .84 and . 59 standard deviations, respectively) .1 Black and Hispanic students are also substantially overrepresented among students diagnosed with specific learning disabilities relative to their White peers (Aud, Fox, & KewalRamani, 2010) . Furthermore, while roughly 14% of White students in public high schools fail to graduate on time, the corresponding dropout rates for Black and Hispanic students are roughly twice as large (Stetser & Stillwell, 2014) .  \nAwareness of such disparities is not new; concerns about unequal educational opportunities and outcomes have been documented over several decades in national policy reports, including the Coleman Report and A Nation at Risk (Coleman et al. , 1966; National Commission on Excellence in Education, 1983) . Recent work using nationally representative data sets over several decades suggests that while racial achievement gaps narrowed, they remain sizable (Reardon, 2011) . The striking patterns identified by this work have motivated a broad array of aggressive federal, state, and local policies that have shaped the governance and operations of public schools ove","cbCaimSOIA8tpLPu","https://ap.wps.com/l/cbCaimSOIA8tpLPu","pdf",505753,"English","# Introduction and Motivation\n## Cultural Relevance and Culturally Relevant Pedagogy\n# Research Design and Estimation Strategy\n## Fuzzy Regression Discontinuity Approach\n# Main Findings\n## Effects on Attendance, GPA, and Credits\n# Background on Educational Inequality and Ethnic Studies","[{\"question\":\"What does the study evaluate about ethnic studies courses?\",\"answer\":\"It estimates the causal effects of an ethnic studies curriculum framed as culturally relevant pedagogy, using assignment tied to students’ eighth-grade GPA thresholds.\"},{\"question\":\"How does the paper identify causal impacts?\",\"answer\":\"It uses a fuzzy regression discontinuity design based on the fact that some schools assigned students with eighth-grade GPAs below a threshold to take the course.\"},{\"question\":\"What outcomes improve after students are assigned to the curriculum?\",\"answer\":\"Assignment increases ninth-grade attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23.\"}]","The Causal Effects of Cultural Relevance - Evidence From an Ethnic Studies Curriculum | PDF",1792069909,101]