Evidence suggests that teacher hiring in public schools is ad hoc and often fails to result in good selection among applicants.
In this paper, we present a closer look at the student achievement trends in the District of Columbia between 2006-07 and 2012-13. We have three main conclusions.
Teacher and principal evaluation systems now emerging in response to federal, state and/or local policy initiatives typically require that a component of teacher evaluation be based on multiple per
In this paper we examine a range of postsecondary education and labor market outcomes, with a particular focus on minorities and/or disadvantaged workers.
This paper reports results from a resume-based field experiment designed to examine employer preferences for job applicants who attended for-profit colleges.
This paper describes teacher tenure reforms first enacted by the New York City De
This paper examines how banning affirmative action in university admissions affects both overall academic achievement and the racial gap in academic achievement prior to college entry.
Despite a large body of evidence documenting the effectiveness of Teach For America (TFA) corps members at raising the math test scores of their students, little is known about the program’s impact
We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers’ years of experience.
This paper studies the pension preferences of Washington State public school teachers by examining two periods of time during which teachers were able to choose between enrolling in a traditional d
This paper examines the value of strategically assigning disproportionately larger classes to the strongest teachers in order to optimize student learning in the face of differential teacher effect
Over 40% of full time four-year college students fail to earn a bachelor’s degree within six years, and many never complete their education. This paper describes this sizeable fraction of the U.S.
This paper uses administrative data on schooling and earnings from Texas to estimate the effect of college quality on the distribution of earnings.
We evaluate whether there is a causal connection between changes in wages by occupation and subsequent changes in the number of college majors completed in associated fields.
We examine the efficiency implications of imposing proportionality in teacher evaluation systems. Proportional evaluations force comparisons to be between equally-circumstanced teachers.
We use a unique longitudinal sample of student teachers (“interns”) from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce.
Measures of teachers’ “value added” to student achievement play an increasingly central role in k-12 teacher policy and practice, in part because they have been shown to predict teachers’ long-term
Since their inception in 1992, the number of charter schools has grown to more than 6,000 in 40 states, serving more than 2 million students.
Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials.
This study explores whether teacher performance trajectory over time differs by school poverty settings.
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