Mark Chin
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About Mark
Chin studies how public education in the U.S. can help combat racial and socioeconomic inequality. His research draws on the economics of education, psychology, and sociology literatures and he uses rigorous quantitative methodology to identify the causal impacts of different policies, programs, and interventions in schools on students' outcomes. His current projects focus on school integration, school choice, racial bias in education, and how schools support the development of antiracist youth.
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Publications
Examines how school desegregation following Brown v. Board of Education impacted White individuals' racial attitudes and political views in adulthood. Finds that desegregation reduced political conservatism among White individuals in the U.S. South, but had smaller effects on attitudes towards Black individuals and racial equity policies.
Examines the effects of court-mandated school desegregation on student suspensions and special education classifications, using data from the largest school districts in the 1970s and 1980s. Finds that while Black-White integration increased in desegregated districts, Black student suspension rates grew faster, and their rates of classification as having an intellectual disability decreased more slowly compared to districts that were not under court order.
Analyzes data from North Carolina to study the effects of K-12 school district consolidations, where multiple districts merge into one administrative unit. Examines the impact on school and district mechanisms, as well as long-term youth outcomes. Findings show that consolidation reduces per-pupil spending on instruction and district support services, while increasing racial integration in schools.
Explores how families’ school preferences evolve over time by analyzing their applications to middle and high schools within a large urban district's universal enrollment system. Finds that preferences for schools' racial/ethnic composition are more stable than those for quality and proximity, and White and Hispanic families’ preferences for composition are more durable than those of Black families.
Examines the impact of reclassification from English learners (ELs) to fully English proficient status on students' academic and noncognitive outcomes. Results show that reclassified ELs score significantly higher on math and reading tests in both fifth and eighth grades.
Explores the relationship between U.S. teachers' implicit racial biases and educational disparities. Findings show that teachers' implicit White/Black biases vary by teacher gender and race, with bias levels being lower in counties with larger Black student populations.