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Showing 1 to 15 of 20 results Save | Export
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Miller, Luke C.; Bassok, Daphna – Education Finance and Policy, 2019
Nationwide, the percentage of four-year-olds enrolled in state-supported preschool programs has more than doubled since the early 2000s as states dramatically increased their investments in early childhood education. Florida's Voluntary Pre-kindergarten Program (VPK), which began in 2005, has been a national leader with respect to preschool…
Descriptors: Access to Education, Preschool Education, Grade Repetition, Preschool Children
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LiCalsi, Christina; Ozek, Umut; Figlio, David – Education Finance and Policy, 2019
Educational accountability policies are a popular tool to close the achievement gaps between advantaged and disadvantaged students. However, these policies may exacerbate inequality if families from advantaged backgrounds are better able to advocate for their children and thus circumvent policy. We investigate this possibility in the context of…
Descriptors: Educational Policy, Grade Repetition, Mothers, Educational Attainment
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Feng, Li; Sass, Tim R. – Education Finance and Policy, 2017
There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities…
Descriptors: Teacher Effectiveness, Faculty Mobility, Incidence, Teaching Experience
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Chingos, Matthew M.; Whitehurst, Grover J.; Gallaher, Michael R. – Education Finance and Policy, 2015
School districts are a focus of education reform efforts in the United States, but there is very little existing research about how important they are to student achievement. We fill this gap in the literature using 10 years of student-level, statewide data on fourth- and fifth-grade students in Florida and North Carolina. A variance decomposition…
Descriptors: School Districts, Academic Achievement, Grade 4, Grade 5
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Özek, Umut – Education Finance and Policy, 2015
Test-based accountability has become the new norm in public education over the last decade. In many states and school districts nationwide, student performance on standardized tests plays an important role in high-stakes decisions, such as grade retention. This study examines the effects of grade retention on student misbehavior in Florida, which…
Descriptors: Grade Repetition, Educational Policy, Student Behavior, Behavior Problems
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Chingos, Matthew M.; West, Martin R. – Education Finance and Policy, 2015
Since 2002, public school teachers in Florida have been permitted to choose between a defined benefit (DB) and a defined contribution (DC) retirement plan. We exploit this unique policy environment to study new teachers' revealed preferences over pension plan structures. Roughly 30 percent of teachers hired between 2003 and 2008 selected the DC…
Descriptors: Public School Teachers, Retirement Benefits, Selection, Preferences
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Chakrabarti, Rajashri – Education Finance and Policy, 2013
Florida's 1999 A-plus program was a consequential accountability program that embedded vouchers in an accountability regime. Under Florida rules, scores of students in several special education (ESE) and limited English proficient (LEP) categories were not included in the computation of school grades. One might expect these rules to induce F…
Descriptors: Accountability, Educational Vouchers, Testing, Special Education
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Cowen, Joshua M.; Winters, Marcus A. – Education Finance and Policy, 2013
We analyze patterns of teacher attrition from charter schools and schools in the traditional public sector. Using rich data on students, teachers, and schools in Florida, we estimate teacher effectiveness based on repeated test scores reported at the student level for each teacher over time. Among all teachers, those in charter schools appear more…
Descriptors: Charter Schools, Public Schools, Teacher Persistence, Faculty Mobility
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Mihaly, Kata; McCaffrey, Daniel; Sass, Tim R.; Lockwood, J. R. – Education Finance and Policy, 2013
We consider the challenges and implications of controlling for school contextual bias when modeling teacher preparation program effects. Because teachers are not randomly distributed across schools, failing to account for contextual factors in achievement models could bias preparation program estimates. Including school fixed effects controls for…
Descriptors: Teacher Education Programs, Teacher Education, Program Evaluation, Context Effect
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Chingos, Matthew M.; West, Martin R. – Education Finance and Policy, 2012
We examine earnings records for more than 130,000 classroom teachers employed by Florida public schools between the 2001-2 and 2006-7 school years, roughly 35,000 of whom left the classroom during that time. A majority of those leaving the classroom remained employed by public school districts. Among teachers in grades 4-8 leaving for other…
Descriptors: Teaching (Occupation), Teacher Salaries, Teacher Effectiveness, Grade 4
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Weiss, Michael J.; May, Henry – Education Finance and Policy, 2012
As test-based educational accountability has moved to the forefront of national and state education policy, so has the desire for better measures of school performance. No Child Left Behind's (NCLB) status and safe harbor measures have been criticized for being unfair and unreliable, respectively. In response to such criticism, in 2005 the federal…
Descriptors: Federal Government, Accountability, Performance Based Assessment, Federal Programs
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Winters, Marcus A.; Greene, Jay P. – Education Finance and Policy, 2012
We use a regression discontinuity strategy to produce causal estimates for the effect of remediation under Florida's test-based promotion policy on multiple outcomes for up to five years after the intervention. Students subjected to the policy were retained in the third grade, were required to be assigned to a high-quality teacher during the…
Descriptors: Academic Achievement, Mathematics Achievement, Intervention, Remedial Instruction
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Harris, Douglas N.; Rutledge, Stacey A.; Ingle, William K.; Thompson, Cynthia C. – Education Finance and Policy, 2010
The vast majority of research and policy related to teacher quality focuses on the supply of teachers and ignores teacher demand. In particular, the important role of school principals in hiring teachers is rarely considered. Using interviews of school principals in a midsized Florida school district, we provide an exploratory mixed methods…
Descriptors: Principals, Teacher Selection, Teacher Characteristics, Intelligence
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Feng, Li – Education Finance and Policy, 2010
This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997-2003 in conjunction with the 1999-2000 Schools and Staffing Survey and its…
Descriptors: Public School Teachers, Beginning Teachers, Teacher Placement, Faculty Mobility
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McCaffrey, Daniel F.; Sass, Tim R.; Lockwood, J. R.; Mihaly, Kata – Education Finance and Policy, 2009
The utility of value-added estimates of teachers' effects on student test scores depends on whether they can distinguish between high- and low-productivity teachers and predict future teacher performance. This article studies the year-to-year variability in value-added measures for elementary and middle school mathematics teachers from five large…
Descriptors: Teacher Characteristics, Mathematics Achievement, Sampling, Middle School Teachers
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