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Hyman, Joshua – Education Finance and Policy, 2017
This paper examines the effects of requiring and paying for all public high school students to take a college entrance exam, a policy adopted by eleven states since 2001. I show that prior to the policy, for every ten poor students who score college-ready on the ACT or SAT, there are an additional five poor students who would score college-ready…
Descriptors: College Entrance Examinations, High School Students, Public Schools, Educational Finance
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Ladd, Helen F.; Clotfelter, Charles T.; Holbein, John B. – Education Finance and Policy, 2017
A defining characteristic of charter schools is that they introduce a strong market element into public education. In this paper, we examine through the lens of a market model the evolution of the charter school sector in North Carolina between 1999 and 2012. We examine trends in the mix of students enrolled in charter schools, the racial…
Descriptors: Charter Schools, Racial Composition, Scores, Tests
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Schwartz, Amy Ellen; Stiefel, Leanna; Cordes, Sarah A. – Education Finance and Policy, 2017
Policy makers and analysts often view the reduction of student mobility across schools as a way to improve academic performance. Prior work indicates that children do worse in the year of a school move, but has been largely unsuccessful in isolating the causal effects of mobility. We use longitudinal data on students in New York City public…
Descriptors: Student Mobility, Academic Achievement, Elementary School Students, Middle School Students
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McEachin, Andrew; Atteberry, Allison – Education Finance and Policy, 2017
State and federal accountability policies are predicated on the ability to estimate valid and reliable measures of school impacts on student learning. The typical spring-to-spring testing window potentially conflates the amount of learning that occurs during the school year with learning that occurs during the summer. We use a unique dataset to…
Descriptors: School Effectiveness, Bias, Value Added Models, Accountability
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Ahn, Tom – Education Finance and Policy, 2017
Accountability systems are designed to introduce market pressures to increase efficiency in education. One potential channel by which this can occur is to match with effective teachers in the transfer market. I use a smooth maximum score estimator model, North Carolina data, and the state's bonus system to analyze how teachers and schools change…
Descriptors: Accountability, Teacher Effectiveness, Competition, Teacher Placement
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Penney, Jeffrey – Education Finance and Policy, 2017
Previous research has found that students who are of the same race as their teacher tend to perform better academically. This paper examines the possibility that both dosage and timing matter for these racial complementarities. Using a model of education production that explicitly accounts for past observable inputs, a conditional…
Descriptors: Racial Factors, Academic Achievement, Student Characteristics, Teacher Characteristics
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Thomas, Megan D. – Education Finance and Policy, 2017
Did the World War II (WWII) GI Bill increase the probability of completing high school and further affect the probability of poverty and employment for the cohorts for whom it benefited? This paper studies whether the GI Bill, one of the largest public financial aid policies for education, affected low education levels in addition to its…
Descriptors: Veterans, Federal Legislation, Graduation, Poverty
Brehm, Margaret; Imberman, Scott A.; Naretta, Michael – Education Finance and Policy, 2017
Although prior research has found clear impacts of schools and school quality on property values, little is known about whether charter schools have similar effects. Using sale price data for residential properties in Los Angeles County from 2008 to 2011 we estimate the neighborhood level impact of charter schools on housing prices. Using an…
Descriptors: Charter Schools, Real Estate, Housing, School Districts
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Fox, Lindsay – Education Finance and Policy, 2016
Current uses of value-added modeling largely ignore or assume away the potential for teachers to be more effective with one type of student than another or in one subject than another. This paper explores the stability of value-added measures across different subgroups and subjects using administrative data from a large urban school district. For…
Descriptors: Teacher Effectiveness, Outcome Measures, Teacher Improvement, School Statistics
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Groen, Jeffrey A. – Education Finance and Policy, 2016
The goal of this paper is to estimate the impact of labor demand on time to the doctorate. Empirical investigation of this relationship in previous research was hampered by the difficulty of measuring labor demand. I construct a measure of labor demand in seven fields in the humanities and social sciences based on the annual number of job listings…
Descriptors: Labor Needs, Doctoral Programs, Time to Degree, Occupational Information
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Gunter, Tracey; Shao, Jing – Education Finance and Policy, 2016
Since the late 1970s, researchers have examined the relationship between school building condition and student performance. Though many literature reviews have claimed that a relationship exists, no meta-analysis has quantitatively examined this literature. The purpose of this review was to synthesize the existing literature on the relationship…
Descriptors: School Buildings, Educational Environment, Academic Achievement, Meta Analysis
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Rosen, Harvey S.; Sappington, Alexander J. W. – Education Finance and Policy, 2016
This paper examines whether university endowment managers think only in terms of the assets they manage or also take into account background income, that is, the other flows of income to the university. Specifically, we test whether the level and variability of a university's background income (e.g., from tuition and government grants) affect its…
Descriptors: Universities, Administrators, Endowment Funds, Educational Finance
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Krieg, John M.; Henson, Steven E. – Education Finance and Policy, 2016
Using a large student-level dataset from a medium-sized regional comprehensive university, we measure the impact of taking an online prerequisite course on follow-up course grades. To control for self-selection into online courses, we utilize student, instructor, course, and time fixed effects augmented with an instrumental variable approach. We…
Descriptors: Online Courses, Academic Achievement, College Students, Grades (Scholastic)
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Hill, Catharine B. – Education Finance and Policy, 2016
This paper demonstrates that increasing income inequality can contribute to the trends we see in American higher education, particularly in the selective, private nonprofit and public sectors. Given these institutions' selective admissions and commitment to socioeconomic diversity, the paper demonstrates how increasing income inequality leads to…
Descriptors: Higher Education, Family Income, Educational Trends, Selective Admission
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Steinberg, Matthew P.; Donaldson, Morgaen L. – Education Finance and Policy, 2016
In the past five years, teacher evaluation has become a preferred policy lever at the federal, state, and local levels. Revisions to teacher evaluation systems have made teachers individually accountable for student achievement to a greater extent than ever before. We describe and analyze the components, processes, and consequences embedded in new…
Descriptors: Accountability, Teacher Evaluation, Educational Policy, School Districts
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