Tyler Powell - Research

Publications

Rogers, Salem, Tyler Powell, Katharine O. Strunk, and Bryant G. Hopkins (2025). Viral Change: Trends in Michigan Teacher Attrition and Mobility before and during the COVID-19 Pandemic. Education Finance and Policy. https://doi.org/10.1162/edfp.a.18

Working Papers

Taking the Long Way Home: The Effects of Bus Commutes on Student Achievement

Under Review

Abstract: I estimate the causal impact of commuting time on students' academic effort and performance. Using novel administrative transportation data from North Carolina and idiosyncratic variation in bus route assignments, I show that longer bus commutes worsen student outcomes. A one standard deviation (21.5-minute) increase in morning commuting time leads to a 2.6 percent increase in the likelihood of being suspended, a 0.01 s.d. decrease in math and reading test scores, and a 0.02 s.d. decrease in ACT score. Time use patterns suggest students and adults respond similarly when faced with long commutes---sacrificing sleep and potentially diminishing their productivity.

Effects of Socioeconomic-Based Affirmative Action: A National Study of Exam School Admissions

(with Rene Crespin)

Under Review

Abstract: Selective educational institutions have long sought alternative admissions policies to improve campus diversity, while maintaining a high level of academic achievement. Although much of the recent national discourse has focused on higher education, the issue is similarly contentious and longstanding at selective K-12 schools. In this paper, we document the persistent under-representation of low-income, Black, and Latino students in academically selective high schools (ASHSs) across the United States over the past decade. Next, we leverage geographic and temporal admissions policy variation to provide the first national empirical evidence on the effects of socioeconomic (SES) class-based admissions policies on the SES/racial diversity and college readiness of ASHS cohorts. We find that class-based affirmative action is effective---significantly increasing the enrollment of low-income students in treated schools compared to status quo admissions at control ASHSs. Indirectly, these policy changes also boost the enrollment of underrepresented minority students, primarily at the expense of White students. On average, the reforms resulted in minimal to no change in ACT/SAT scores.