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. First, we find that overall, math scores in the District have improved. The improvements in reading scores during this time frame, however, were primarily limited to the first year after the PERAA implementation. While almost all student subgroups have experienced test score gains in math, these improvements were higher among the more affluent black and Hispanic students. Second, we find that these observed trends in math scores persist even after controlling for the cross-cohort differences in observed student characteristics. In particular, the estimates indicate that less than 10 percent of the year-to-year improvements in test scores can be attributed to the changing student composition in the District over this time frame. Finally, we show that existing students have also experienced gains in math even though the students who are new to the District’s public school system score at higher levels on standardized tests when compared to existing students.
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.
Test-based accountability has become the new norm in public education over the last decade.
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