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Leah Clark

@leahclark.bsky.social
1.1K followers 541 following 41 posts

Economist @ U.S. Census Bureau. Views are my own.

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Reposted by Leah Clark
Mark Chin @mememedianmode.bsky.social · 08/04/2026
or a panel on enrollment loss over time across LEAs/how families' decide to stay in public schools
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Reposted by Leah Clark
Mark Chin @mememedianmode.bsky.social · 08/04/2026
Is anyone thinking about submitting to APPAM this year a project on school segregation/composition or on high schools? I have an abstract that would fit nicely on a panel (but don't quite have the bandwidth to put a panel together myself)
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Hansi Lo Wang (he/him) @hansilowang.bsky.social · 02/04/2026
Dear eligible voters of the United States: I know there’s a lot to keep track of right now. So I’ll keep it simple. If you need help with registering to vote, start by going to npr.org/vote ...
npr.org
How to register to vote and check your registration status
For the 2026 primary elections, NPR has collected deadlines and information on how to register to vote — online, in person or by mail — in every U.S. state and territory.
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Leah Clark @leahclark.bsky.social · 18/03/2026
Lots of nonresponse work in Census working papers, e.g., www2.census.gov/library/work...
www2.census.gov
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Betsy Wolf @betsyjwolf.bsky.social · 13/03/2026
A stunning (yet unsurprising) graph of who gets identified for special versus gifted education in Oregon. Graph reported by @mattbarnum.bsky.social.
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Leah Clark @leahclark.bsky.social · 10/03/2026
And I was a math-loving high school student hearing my usually feminist dad speculate that maybe Summers had a point because he was the president of Harvard... Still got an econ phd, though. Better late than never, NBER.
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Nick Ainsworth @nick-ainsworth.bsky.social · 27/02/2026
Excited to share a new EdWorkingPaper on the relationship between family income and disability ID. 🧵 TLDR: Low-income students are much more likely to receive SPED services while high-income students are more likely to get 504 plan accommodations. edworkingpapers.com/ai26-1374
edworkingpapers.com
School-Based Disability Identification Varies by Student Family Income
Currently, 18 percent of K-12 students in the United States receive additional supports through the identification of a disability. Socioeconomic status is viewed as central to understanding who gets ...
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Hansi Lo Wang (he/him) @hansilowang.bsky.social · 23/01/2026
NEW: The White House's Office of Management and Budget has a new chief statistician overseeing the Census Bureau & other federal statistical agencies, according to StatsPolicy.gov. Stuart Levenbach has replaced Mark Calabria, according to the website's "About Us" page statspolicy.gov/about/#members
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Dani Sandler @dismalscientist86.bsky.social · 20/12/2025
Students from families in the top income percentile are more than 5 times as likely to be identified for gifted programs as students from the bottom percentile.
Currently, 6.1 percent of K-12 students in the United States receive gifted education. Using education and IRS data that provide information on students and their family income, we show pronounced differences in who schools identify as gifted across the distribution of family income. Under 4 percent of students in the lowest income percentile are identified as gifted, compared with 20 percent of those in the top income percentile. Income-based differences persist after accounting for student test scores and exist across students of different sexes and racial/ethnic groups, underscoring the importance of family resources for gifted identification in schools. Notes. Identification rates are regression-adjusted means by income percentile (or ventile) estimated with models controlling for a linear trend in year. Panel A includes controls for sex and race/ethnicity. Panel B includes controls for grade and race/ethnicity. Panel C includes controls for grade and sex. Models are run separately by subgroup. Abbreviations are as follows: AIAN is American Indian/Alaska Native; API is Asian/Pacific Islander. DRB approval number: CBDRB-FY25-0309.
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Reposted by Leah Clark
Dani Sandler @dismalscientist86.bsky.social · 20/12/2025
New CES Working Paper: "Gifted Identification Across the Distribution of Family Income" by Ainsworth, Ainsworth, Cleveland, Clark, Brummet, Penner, Hibel, Saultz, Spiegel, Hanselman, and Penner www.census.gov/library/work...
census.gov
Gifted Identification Across the Distribution of Family Income
Students from families in the top income percentile are more than 5 times as likely to be identified for gifted programs as students from the bottom percentile.
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Reposted by Leah Clark
Dani Sandler @dismalscientist86.bsky.social · 20/12/2025
Family income shapes school disability supports: high-income students receive more 504 accommodations and low-income students more special education services.
Currently, 18 percent of K-12 students in the United States receive additional supports through the identification of a disability. Socioeconomic status is viewed as central to understanding who gets identified as having a disability, yet limited large-scale evidence examines how disability identification varies for students from different income backgrounds. Using unique data linking information on Oregon students and their family income, we document pronounced incomebased differences in how students are categorized for two school-based disability supports: special education services and Section 504 plans. We find that a quarter of students in the lowest income percentile receive supports through special education, compared with less than seven percent of students in the top income percentile. This pattern may partially reflect differences in underlying disability-related needs caused by poverty. However, we find the opposite pattern for 504 plans, where students in the top income percentiles are two times more likely to receive 504 plan supports. We further document substantial variation in these income-based differences by disability category, by race/ethnicity, and by grade level. Together, these patterns suggest that disability-related needs alone cannot account for the income-based differences that we observe and highlight the complex ways that income shapes the school and family processes that lead to variability in disability classification and services. Notes. “Overall” identification rates are regression-adjusted means by income percentile estimated with models controlling for race/ethnicity, sex, grade, and a linear trend in year. “Within school” estimates come from models incorporating school fixed effects. DRB approval number: CBDRB-FY25-0309.
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Reposted by Leah Clark
Dani Sandler @dismalscientist86.bsky.social · 20/12/2025
New CES Working Paper: "School-Based Disability Identification Varies by Student Family Income" by Ainsworth, Cleveland, Clark, Hibel, Brummet, Saultz, Penner, Spiegel, Yoo, Cristancho, Hanselman, and Penner www.census.gov/library/work...
census.gov
School-Based Disability Identification Varies by Student Family Income
Family income shapes school disability supports: high-income students receive more 504 accommodations and low-income students more special education services.
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Reposted by Leah Clark
Ciprian Domnisoru @cipriandomnisoru.bsky.social · 28/11/2025
New in print: In MS counties w/ higher % Black students, white policymakers were less likely to access Equalization funds. Exploiting variation in school spending induced by this so-called equalization policy, we document a tragedy in racist public policy. www.sciencedirect.com/science/arti...
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Rep. Malcolm Kenyatta @malcolmkenyatta.bsky.social · 27/10/2025
Every mention of SNAP being frozen should include this simple fact: TRUMP is CHOOSING TO CANCEL FOOD ASSISTANCE. There are literally emergency dollars available to keep SNAP funded.
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APDU @apduorg.bsky.social · 28/10/2025
ICYMI...
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Population Studies Center @pennpsc.bsky.social · 14/10/2025
New research from PSC researcher @pgonalon.bsky.social with @imarinescu.bsky.social shows that the high cost of U.S. childcare breeds family income inequality. Learn more in OMNIA: bit.ly/48W3iOT Read the study in American Sociological Review: bit.ly/4h60nVY
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Anna Gifty @itsafronomics.blacksky.app · 09/10/2025
A loud reminder that this administration wants to bring back SEGREGATION as @victorerikray.bsky.social has pointed out and they're starting within the administration. A literal page out of Woodrow Wilson's playbook. #blacksky #news
nytimes.com
Trump Fires Black Officials From an Overwhelmingly White Administration
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Hansi Lo Wang (he/him) @hansilowang.bsky.social · 01/10/2025
NEW: The Census Bureau says parts of its website are not being updated because of the federal government shutdown and questions from data users will not be answered "until appropriations are enacted"

census.gov Notification
Due to the lapse of federal funding, portions of this website are not being updated. Any inquiries submitted via www.census.gov will not be answered until appropriations are enacted.
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Reposted by Leah Clark
Saeed Jones @theferocity.bsky.social · 02/09/2025
Yeah, honestly: “parental rights” are starting to sound more like “property rights.”
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Joshua Goodman @joshua-goodman.com · 22/07/2025
Want to know how the pandemic has reshaped school enrollment patterns in Massachusetts and nationwide? Here's Education Next's quick and accessible version of our recent working paper: www.educationnext.org/school-enrol... @abbyfrancis.bsky.social @educationnext.bsky.social
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Reposted by Leah Clark
Uju Anya @ujuanya.bsky.social · 22/07/2025
Carnegie Mellon University leaders silenced @cmu.edu students who called Trump a rapist claiming they violated civil discourse. I wrote about the disgrace of reprimanding students for rejecting the idea that our campus is a place to engage in civil discourse with rapists. medium.com/@ujuanya/who...
medium.com
Who is disgracing whom?
There is a Fence located on the central green space of our Carnegie Mellon University campus on which, for more than 100 years, CMU…
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Leah Clark @leahclark.bsky.social · 19/06/2025
Unfortunately, direct certification-based measures are not widely available yet. We find no easy solutions to measuring school/student economic disadvantage using publicly-available data, and discuss more in this book chapter: books.google.com/books?hl=en&...
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Leah Clark @leahclark.bsky.social · 19/06/2025
Ungated version here: ideas.repec.org/p/cen/wpaper...
ideas.repec.org
Measuring School Economic Disadvantage
Many educational policies hinge on the valid measurement of student economic disadvantage at the school level. Measures based on free and reduced-price lunch enrollment are used widely. However, recen
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Leah Clark @leahclark.bsky.social · 19/06/2025
It's great to see this officially in print! I will continue to bang the drum that if you're using FRPL to measure economic disadvantage since 2014-15 (or earlier in some states), you don't know what you're actually capturing... journals.sagepub.com/doi/abs/10.3...
journals.sagepub.com
Measuring School Economic Disadvantage - Michelle Spiegel, Leah R. Clark, Thurston Domina, Vitaly Radsky, Paul Y. Yoo, Andrew Penner, 2025
Many educational policies hinge on the valid measurement of student economic disadvantage at the school level. Measures based on free and reduced-price lunch en...
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Mark Lieberman @marklieberman.bsky.social · 05/06/2025
The White House wants to axe funding programs for: -English learners -Homeless students -Migrant students -Teacher PD -Civics ed. -Literacy -Arts ed. -Preschoolers with disabilities -Adult learners -Rural schools -School desegregation -Alaska/Hawaii Native students www.edweek.org/policy-polit...
edweek.org
Trump Wants to Cut More Than 40 Federal K-12 Programs. See Which Ones
The president's detailed budget, released Friday, proposes eliminating dozens of programs as part of a nearly $13 billion cut.
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Reposted by Leah Clark
Hansi Lo Wang (he/him) @hansilowang.bsky.social · 27/04/2025
My latest @npr.org story with Marisa Peñaloza, Kyna Uwaeme and Brent Jones: For generations of Black workers, federal government jobs have provided a path into the middle class. The Trump administration’s workforce cuts are now throwing that sense of stability up in the air
npr.org
Federal work shaped a Black middle class. Now it's destabilized by Trump's job cuts
For generations of Black workers, federal government jobs have provided a path into the middle class. The Trump administration's workforce cuts are now throwing that sense of stability up in the air.
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Leah Clark @leahclark.bsky.social · 15/04/2025
Looking for one more paper for the APPAM panel Josh describes here. Please reach out if you have a paper that might fit!
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Joshua Goodman @joshua-goodman.com · 14/04/2025
A couple of us are putting together an APPAM panel on post-pandemic school enrollment/access patterns, broadly conceived. Let me know if you or someone you know has a paper that might fit this theme.
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Reposted by Leah Clark
Sarah Reber @econsarahreber.bsky.social · 07/04/2025
Submit papers for two CSWEP sponsored sessions at APPAM next fall. Looking especially for papers on health policy and poverty and income policy, broadly interpreted. Deadline extended to April 15. Pls share! www.aeaweb.org/about-aea/co...
aeaweb.org
CSWEP DC
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Reposted by Leah Clark
Bitsy Perlman @bitsyperlman.bsky.social · 25/03/2025
So, um, some professional news:
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Leah Clark @leahclark.bsky.social · 23/03/2025
Paper links: www.pnas.org/doi/10.1073/... edworkingpapers.com/ai25-1138 (working paper)
pnas.org
Peer income exposure across the income distribution | PNAS
Children from families across the income distribution attend public schools, making schools and classrooms potential sites for interaction between ...
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Leah Clark @leahclark.bsky.social · 23/03/2025
For more technical details, including how we handle students with missing income, check out the online appendix. Or bug me, @michspieg.bsky.social, @andrewpenner.bsky.social, @emilykpenner.bsky.social, or @t-h-a-d.bsky.social to discuss further!
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Leah Clark @leahclark.bsky.social · 23/03/2025
We use the Uneven Exposure Index to compare peer income exposure across classroom and school peer groups, and across grade levels. Sorting across schools–-in parallel with income sorting across neighborhoods and towns–-is the driver of the uneven peer income distributions we document.
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Leah Clark @leahclark.bsky.social · 23/03/2025
Note that an even average distribution is a necessary-–but not sufficient–-condition for truly even peer income exposure. There are schools, especially in urban settings, with high concentrations of poverty. But there are low-income students everywhere, not just in cities.
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Leah Clark @leahclark.bsky.social · 23/03/2025
The logic behind the Uneven Exposure Index is that if students were evenly distributed by income, they would have 1% of peers in each percentile. We sum up the distance from the even distribution across all 100 percentiles, and divide by 2 to derive Uneven Exposure.
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Leah Clark @leahclark.bsky.social · 23/03/2025
While more than one-quarter of very high-income peers, on average, would need to be swapped for peers in lower percentiles to achieve an even distribution for very high-income students, students around the 60th income percentile have remarkably even peer income distributions.
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Leah Clark @leahclark.bsky.social · 23/03/2025
We love the transparency of the basic stats, but for a more succinct summary, we created an Uneven Exposure Index. This is interpreted as the min. proportion of peers, on average, that would have to be swapped with peers in other income percentiles to achieve an even distribution of peer income.
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Leah Clark @leahclark.bsky.social · 23/03/2025
Allow me to nerd out a bit about the stats in our recent PNAS paper... To make this graph, we calculated a 100-by-100 grid of the average proportion of peers in each income percentile for students in each percentile (i.e., average peer income distributions for each student percentile). [1/n]
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UC Irvine School of Social Sciences @ucisocsci.bsky.social · 13/02/2025
Economic integration within schools is limited, @ucirvine.bsky.social-led study finds | Research, published in PNAS, highlights disproportionate isolation of students from families in highest income brackets   @uofcalifornia.bsky.social @andrewpenner.bsky.social @stanforduniversity.bsky.social
socsci.uci.edu
Economic integration within schools is limited, UC Irvine-led study finds
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Emily Penner @emilykpenner.bsky.social · 14/02/2025
How fitting for this new work on economic inequality in schools to come out @pnas.org on the day I learned about Sandy Jencks' death. His work documenting widening income inequality, segregation in schools, and equality of opportunity is a cornerstone of this study.
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Michelle Spiegel @michspieg.bsky.social · 14/02/2025
Students in the top 1% of the income distribution are highly isolated in affluent school enclaves. 💥6%💥 of these top 1% percentile kids’ peers are ALSO in the top income percentile. 💥20%💥 are in the top 5 income percentiles. 💥Nearly 50%💥come from the top 20 income percentiles.
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Leah Clark @leahclark.bsky.social · 14/02/2025
So excited that our new paper, "Peer income exposure across the income distribution," is now out in PNAS! Great overview (including link to ungated version) from the great @michspieg.bsky.social below.
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Leah Clark @leahclark.bsky.social · 30/01/2025
Summary thread of working paper: bsky.app/profile/leah...
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Leah Clark @leahclark.bsky.social · 30/01/2025
Appreciated @marklieberman.bsky.social seeing the relevancy of my study on a choice system that doesn't actually include private school vouchers. Why? Because vouchers are not designed to remedy any of the issues facing public school choice, so will likely produce similar disparities.
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Leah Clark @leahclark.bsky.social · 30/01/2025
Got so distracted these last few weeks I forgot to look out for this coverage of my new working paper in Ed Week!
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Troy Tassier @troytassier.bsky.social · 25/01/2025
Correlation is not causation, but there's a lot of correlation here. PEPFAR began in 2003 near the peak of world AIDs deaths. Today 20M people receive HIV treatment through PEPFAR funding. That's almost 2/3 of people treated in the world. Call your Congress people and get PEPFAR back.
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Prof Dynarski @dynarski.bsky.social · 22/01/2025
Are you an early career education researcher? Have you earned your PhD since April 1, 2017? IES has a grant for up to $600K for developing your research, including working closely with a mentor You need to be tenure track at an R1 or R2 Due March 1 ies.ed.gov/funding/pdf/...
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Dani Sandler @dismalscientist86.bsky.social · 14/01/2025
📈📉New Census Working Paper: "Potential Bias When Using Administrative Data to Measure the Family Income of School-Aged Children" by Leah R. Clark (@leahclark.bsky.social) and Renuka Bhaskar www.census.gov/library/work...
Researchers and practitioners increasingly rely on administrative data sources to measure family income. However, administrative data sources are often incomplete in their coverage of the population, giving rise to potential bias in family income measures, particularly if coverage deficiencies are not well understood. We focus on the school-aged child population, due to its particular import to research and policy, and because of the unique challenges of linking children to family income information. We find that two of the most significant administrative sources of family income information that permit linking of children and parents—IRS Form 1040 and SNAP participation records—usefully complement each other, potentially reducing coverage bias when used together. In a case study considering how best to measure economic disadvantage rates in the public school student population, we demonstrate the sensitivity of family income statistics to assumptions about individuals who do not appear in administrative data sources. Figure 3: Population-wide measures of economic disadvantage among public school K-12 students
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David Barber @odoketa.bsky.social · 21/12/2024
This is really interesting. It seems to fit the 'only the parents who pay attention benefit from charter schools' narrative.
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Leah Clark @leahclark.bsky.social · 19/12/2024
Students with prior child welfare reports may miss out on educational opportunities that would benefit them, and traditional public schools may enroll disproportionate shares of high-need students, with no compensatory funding.
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