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THE POTENTIAL AND LIMITS OF FEDERAL POLICY: A RESPONSE TO LADD
In: Journal of policy analysis and management: the journal of the Association for Public Policy Analysis and Management, Volume 36, Issue 2, p. 480-483
ISSN: 1520-6688
THE CHANGING FEDERAL ROLE IN SCHOOL ACCOUNTABILITY
In: Journal of policy analysis and management: the journal of the Association for Public Policy Analysis and Management, Volume 36, Issue 2, p. 469-477
ISSN: 1520-6688
When Evidence is Not Enough: Findings from a Randomized Evaluation of Evidence-Based Literacy Instruction (Ebli)
In: NBER Working Paper No. w21643
SSRN
Working paper
The Effect of Employment Protection on Teacher Effort
In: Journal of labor economics: JOLE, Volume 31, Issue 4, p. 727-761
ISSN: 1537-5307
SSRN
The Effect of Employment Protection on Worker Effort: Evidence from Public Schooling
In: NBER Working Paper No. w15655
SSRN
Test-Based Accountability and Student Achievement: An Investigation of Differential Performance on Naep and State Assessments
In: NBER Working Paper No. w12817
SSRN
Public Housing, Housing Vouchers, and Student Achievement: Evidence from Public Housing Demolitions in Chicago
In: American economic review, Volume 94, Issue 1, p. 233-258
ISSN: 1944-7981
This paper utilizes a plausibly exogenous source of variation in housing assistance generated by public housing demolitions in Chicago to examine the impact of high-rise public housing on student outcomes. I find that children in households affected by the demolitions do no better or worse than their peers on a wide variety of achievement measures. Because the majority of households that leave high-rise public housing in response to the demolitions move to neighborhoods and schools that closely resemble those they left, the zero effect of the demolitions may be interpreted as the independent impact of public housing.
Public Housing, Housing Vouchers and Student Achievement: Evidence from Public Housing Demolitions in Chicago
In: NBER Working Paper No. w9652
SSRN
Where the boys aren't: non-cognitive skills, returns to school and the gender gap in higher education
In: Economics of education review, Volume 21, Issue 6, p. 589-598
ISSN: 0272-7757
Do principals fire the worst teachers?
In: NBER working paper series 15715
"This paper takes advantage of a unique policy change to examine how principals make decisions regarding teacher dismissal. In 2004, the Chicago Public Schools (CPS) and Chicago Teachers Union (CTU) signed a new collective bargaining agreement that gave principals the flexibility to dismiss probationary teachers for any reason and without the documentation and hearing process that is typically required for such dismissals. With the cooperation of the CPS, I matched information on all teachers that were eligible for dismissal with records indicating which teachers were dismissed. With this data, I estimate the relative weight that school administrators place on a variety of teacher characteristics. I find evidence that principals do consider teacher absences and value-added measures, along with several demographic characteristics, in determining which teachers to dismiss"--National Bureau of Economic Research web site
The effect of employment protection on worker effort: evidence from public schooling
In: NBER working paper series 15655
"This paper studies the effect of employment protection on worker productivity and firm output in the context of a public school system. In 2004, the Chicago Public Schools (CPS) and Chicago Teachers Union (CTU) signed a new collective bargaining agreement that gave principals the flexibility to dismiss probationary teachers (defined as those with less than five years of experience) for any reason, and without the elaborate documentation and hearing process typical in many large, urban school districts. Results suggest that the policy reduced annual teacher absences by roughly 10 percent and reduced the prevalence of teachers with 15 or more annual absences by 20 percent. The effects were strongest among teachers in elementary schools and in low-achieving, predominantly African-American high schools, and among teachers with highpredicted absences. There is also evidence that the impact of the policy increased substantially after its first year"--National Bureau of Economic Research web site
Educational expectations and attainment
In: NBER working paper series 15683
"This paper examines the role of educational expectations in the educational attainment process. We utilize data from a variety of datasets to document and analyze the trends in educational expectations between the mid-1970s and the early 2000s. We focus on differences across racial/ethnic and socioeconomic groups and examine how young people update their expectations during high school and beyond. The results indicate that expectations rose for all students with the greatest increases among young women. Expectations have become somewhat less predictive of attainment over the past several decades but expectations remain strong predictors of attainment above and beyond other standard determinants of schooling. Interestingly, the data demonstrate that the majority (about 60 percent) of students update their expectations at least once between eighth grade and eight years post-high school. Updating appears to be based, in part, on the acquisition of new information about academic ability"--National Bureau of Economic Research web site
Principals as agents: subjective performance measurement in education
In: NBER working paper series 11463