MIT Press
Education Finance and Policy
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Editor: Dan Goldhaber
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2013, Volume 8, Issue 2
- 121-167 Accountability with Voucher Threats, Responses, and the Test-Taking Population: Regression Discontinuity Evidence from Florida
by Rajashri Chakrabarti - 168-207 If You Build it Will They Come? Teachers’ Online Use of Student Performance Data
by John H. Tyler - 208-250 Were Minority Students Discouraged from Applying to University of California Campuses after the Affirmative Action Ban?
by Kate Antonovics & Ben Backes
2013, Volume 8, Issue 1
- 1-13 Thirty-Seven and Counting: How Has AEFP Evolved from Its Origins?
by Carolyn D. Herrington - 14-42 Do Charters Retain Teachers Differently? Evidence from Elementary Schools in Florida
by Joshua M. Cowen & Marcus A. Winters - 43-73 Principals' Perceptions of Competition for Students in Milwaukee Schools
by Matthew Kasman & Susanna Loeb - 74-99 Is the Juice Worth the Squeeze? A Benefit/Cost Analysis of the District of Columbia Opportunity Scholarship Program
by Patrick J. Wolf & Michael McShane - 100-119 The Effect of Student Evaluations on Academic Success
by Benjamin Artz & David M. Welsch
2012, Volume 7, Issue 4
- 375-424 Increasing Time to Baccalaureate Degree in the United States
by John Bound & Michael F. Lovenheim & Sarah Turner - 425-454 Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers
by Jason A. Grissom & Michelle Reininger - 455-488 Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals
by Marisa Cannata & Mimi Engel - 489-515 The Scope for Promoting Equal Opportunity in Education: Evidence from the Kibbutz
by Moshe Justman & Yaakov Gilboa
2012, Volume 7, Issue 3
- 233-268 The Qualifications and Classroom Performance of Teachers Moving to Charter Schools
by Celeste K. Carruthers - 269-304 Effective Schools: Teacher Hiring, Assignment, Development, and Retention
by Susanna Loeb & Demetra Kalogrides & Tara Béteille - 305-330 The Medium-Run Effects of Florida’s Test-Based Promotion Policy
by Marcus A. Winters & Jay P. Greene - 331-359 Efficiency-Based Funding for Public Four-Year Colleges and Universities
by Thomas R. Sexton & Christie L. Comunale & Stephen C. Gara - 360-374 Policy Evaluation versus Explanation of Outcomes in Education: That Is, Is It the Teachers? Is It the Parents?
by Richard Startz
2012, Volume 7, Issue 2
- 107-123 The Value of Experiments in Education
by Grover J. Whitehurst - 124-142 Random Assignment within Schools: Lessons Learned from the Teach for America Experiment
by Steven Glazerman - 143-169 Improving the Productivity of Education Experiments: Lessons from a Randomized Study of Need-Based Financial Aid
by Douglas N. Harris & Sara Goldrick-Rab - 170-202 POINT/CounterPOINT: The View from the Trenches of Education Policy Research
by Dale Ballou & Matthew G. Springer & Daniel F. McCaffrey & J. R. Lockwood & Brian M. Stecher & Laura Hamilton & Matthew Pepper - 203-218 The Measures of Effective Teaching Project: An Experiment to Build Evidence and Trust
by Steven M. Cantrell - 219-232 Limitations of Experiments in Education Research
by Diane Whitmore Schanzenbach
2012, Volume 7, Issue 1
- 1-7 In Light of the Limitations of Data-Driven Decision Making
by Susanna Loeb - 8-43 Do More Effective Teachers Earn More Outside the Classroom?
by Matthew M. Chingos & Martin R. West - 44-73 Measures of School Performance: The Florida Case
by Michael J. Weiss & Henry May - 74-105 Ability Sorting and the Importance of College Quality to Student Achievement: Evidence from Community Colleges
by Kevin Stange
2011, Volume 6, Issue 4
- 455-485 Lifting All Boats? Finance Litigation, Education Resources, and Student Needs in the Post-Rose Era
by David P. Sims - 486-507 When the Bell Tolls: The Effects of School Starting Times on Academic Achievement
by Peter Hinrichs - 508-536 School Finance Reform: Do Equalized Expenditures Imply Equalized Teacher Salaries?
by Meg Streams & J. S. Butler & Joshua Cowen & Jacob Fowles & Eugenia F. Toma - 537-556 The Impact of Debt Limitations and Referenda Requirements on the Cost of School District Bond Issues
by Mary H. Harris & Vincent G. Munley - 557-582 A Review of Gifted and Talented Education in the United States
by Rachana Bhatt
2011, Volume 6, Issue 3
- 293-322 The Wages of Failure: New Evidence on School Retention and Long-Run Outcomes
by Philip Babcock & Kelly Bedard - 323-353 Local Demand for a School Choice Policy: Evidence from the Washington Charter School Referenda
by Sean P. Corcoran & Christiana Stoddard - 354-398 Are Teachers' Unions Really to Blame? Collective Bargaining Agreements and Their Relationships with District Resource Allocation and Student Performance in California
by Katharine O. Strunk - 399-438 Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field
by Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor - 439-454 Teacher Layoffs: An Empirical Illustration of Seniority versus Measures of Effectiveness
by Donald Boyd & Hamilton Lankford & Susanna Loeb & James Wyckoff
2011, Volume 6, Issue 2
- 137-167 Impact of School Finance Reform on Resource Equalization and Academic Performance: Evidence from Michigan
by Joydeep Roy - 168-201 Funding Special Education by Capitation: Evidence from State Finance Reforms
by Elizabeth Dhuey & Stephen Lipscomb - 202-245 School Choice and the Branding of Catholic Schools
by Julie R. Trivitt & Patrick J. Wolf - 246-266 More Choice, Less Crime
by Angela K. Dills & Rey Hernández-Julián - 267-292 What Do AEFA Members Say? Summary of Results of an Education Finance and Policy Survey
by Leanna Stiefel & Amy Ellen Schwartz & Anne Rotenberg
2011, Volume 6, Issue 1
- 1-17 The Supply's the Limit: Meeting the Challenge of Knowledge and Capacity Constraints to Significant Educational Improvement
by Martin Orland - 18-42 Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique
by Cory Koedel & Julian R. Betts - 43-74 Can You Recognize an Effective Teacher When You Recruit One?
by Jonah E. Rockoff & Brian A. Jacob & Thomas J. Kane & Douglas O. Staiger - 75-104 Risk Aversion and Support for Merit Pay: Theory and Evidence from Minnesota's Q Comp Program
by Carl Nadler & Matthew Wiswall - 105-135 Long-Run Trends in School Productivity: Evidence from Australia
by Andrew Leigh & Chris Ryan
2010, Volume 5, Issue 4
- 393-401 Introduction to “Rethinking Teacher Retirement Benefit Systems”
by Robert M. Costrell & Michael Podgursky - 402-437 An Introduction to Teacher Retirement Benefits
by Janet S. Hansen - 438-462 Retiree Health Plans for Public School Teachers after GASB 43 and 45
by Robert L. Clark - 463-491 Labor Market Effects of Pensions and Implications for Teachers
by Leora Friedberg & Sarah Turner - 492-518 Teacher Pension Incentives, Retirement Behavior, and Potential for Reform in Arkansas
by Robert M. Costrell & Josh B. McGee - 519-557 Distribution of Benefits in Teacher Retirement Systems and Their Implications for Mobility
by Robert M. Costrell & Michael Podgursky - 558-586 Scrambling the Nest Egg: How Well Do Teachers Understand Their Pensions, and What Do They Think about Alternative Pension Structures?
by Michael DeArmond & Dan Goldhaber - 587-616 “But the Pension Fund Was Just SITTING There …”: The Politics of Teacher Retirement Plans
by Frederick M. Hess & Juliet P. Squire - 617-646 Public Pension Plan Reform: The Legal Framework
by Amy B. Monahan
2010, Volume 5, Issue 3
- 247-277 How Valuable Is the Gift of Time? The Factors That Drive the Birth Date Effect in Education
by Justin Smith - 278-316 Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility
by Li Feng - 317-348 Disabled Peers and Academic Achievement
by Jane Friesen & Ross Hickey & Brian Krauth - 349-377 A Distributional Difference-in-Difference Evaluation of the Response of School Expenditures to Reforms and Tax Limits
by Daniel P. McMillen & Larry D. Singell Jr. - 378-392 Education Inspectorate Systems in New Zealand and the Netherlands
by Helen F. Ladd
2010, Volume 5, Issue 2
- 105-137 Noninstructional Spending Improves Noncognitive Outcomes: Discontinuity Evidence from a Unique Elementary School Counselor Financing System
by Randall Reback - 138-176 Do Lower Lender Subsidies Reduce Guaranteed Student Loan Supply?
by D. Andrew Austin - 177-199 The Influence of Performance-Based Accountability on the Distribution of Teacher Salary Increases
by Robert Bifulco - 200-227 Bilingual Education and English Proficiency
by Christopher Jepsen - 228-246 Mix and Match: What Principals Really Look for When Hiring Teachers
by Douglas N. Harris & Stacey A. Rutledge & William K. Ingle & Cynthia C. Thompson
2010, Volume 5, Issue 1
- 1-13 Making Research in Education Finance and Policy Matter Now
by Amy Ellen Schwartz - 14-35 Merit-Based Scholarships and Student Effort
by Rey Hernández-Julián - 36-53 Skills, Schools, and Credit Constraints: Evidence from Massachusetts
by Joshua Goodman - 54-81 Value Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation
by Cory Koedel & Julian Betts - 82-103 Nonmonetary Compensation in the Public Teacher Labor Market
by Daniel Player
2009, Volume 4, Issue 4
- 319-350 Would Accountability Based on Teacher Value Added Be Smart Policy? An Examination of the Statistical Properties and Policy Alternatives
by Douglas N. Harris - 351-383 Test Scaling and Value-Added Measurement
by Dale Ballou - 384-414 The Sensitivity of Value-Added Modeling to the Creation of a Vertical Score Scale
by Derek C. Briggs & Jonathan P. Weeks - 415-438 Value Added in English Schools
by Andrew Ray & Tanya McCormack & Helen Evans - 439-467 Exploring Student-Teacher Interactions in Longitudinal Achievement Data
by J. R. Lockwood & Daniel F. McCaffrey - 468-491 Adaptive Centering with Random Effects: An Alternative to the Fixed Effects Model for Studying Time-Varying Treatments in School Settings
by Stephen W. Raudenbush - 492-519 Assumptions of Value-Added Models for Estimating School Effects
by Sean F. Reardon & Stephen W. Raudenbush - 520-536 Impediments to the Estimation of Teacher Value Added
by Jun Ishii & Steven G. Rivkin - 537-571 Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables
by Jesse Rothstein - 572-606 The Intertemporal Variability of Teacher Effect Estimates
by Daniel F. McCaffrey & Tim R. Sass & J. R. Lockwood & Kata Mihaly
2009, Volume 4, Issue 3
- 229-262 National Board Certification and Teachers' Career Paths: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?
by Dan Goldhaber & Michael Hansen - 263-277 Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach
by Donald H. Dutkowsky & Jerry M. Evensky & Gerald S. Edmonds - 278-299 The Effects of Inclusion on Classmates of Students with Special Needs: The Case of Serious Emotional Problems
by Jason M. Fletcher - 300-318 In Search of a New Equilibrium: Economic Aspects of Higher Education's Changing Faculty Composition
by David H. Monk & Michael J. Dooris & Rodney A. Erickson
2009, Volume 4, Issue 2
- 115-149 Are Teacher Absences Worth Worrying About in the United States?
by Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor - 150-174 Are State Non-Need, Merit-Based Scholarship Programs Impacting College Enrollment?
by Patricia L. Farrell & Gregory S. Kienzl - 175-211 Peaks, Cliffs, and Valleys: The Peculiar Incentives in Teacher Retirement Systems and Their Consequences for School Staffing
by Robert M. Costrell & Michael Podgursky - 212-228 The State Role in Teacher Professional Development and Education Throughout Teachers' Careers
by Susanna Loeb & Luke C. Miller & Katharine O. Strunk
2009, Volume 4, Issue 1
- 1-33 Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses
by Mark C. Long & Patrice Iatarola & Dylan Conger - 34-59 An Analysis of Private School Closings
by Lakshmi Pandey & David L. Sjoquist & Mary Beth Walker - 60-88 Spending, Size, and Grade Span in K–8 Schools
by Ross Rubenstein & Amy Ellen Schwartz & Leanna Stiefel & Jeffrey Zabel - 89-114 The State Role in Teacher Compensation
by Susanna Loeb & Luke C. Miller & Katharine O. Strunk
2008, Volume 3, Issue 4
- 399-401 Introduction to the Symposium on Equality and Adequacy
by Rob Reich - 402-423 Reflections on Equity, Adequacy, and Weighted Student Funding
by Helen F. Ladd - 424-443 Equality, Adequacy, and Educational Policy
by Debra Satz - 444-466 Putting Educational Equality in Its Place
by Harry Brighouse & Adam Swift - 467-494 Equality of Opportunity and School Finance: A Commentary on Ladd, Satz, and Brighouse and Swift
by Kenneth A. Strike
2008, Volume 3, Issue 3
- 283-315 The Influence of the Elderly on School Spending in a Median Voter Framework
by Deborah Fletcher & Lawrence W. Kenny - 316-338 Unscheduled School Closings and Student Performance
by Dave E. Marcotte & Steven W. Hemelt - 339-373 National Board Certification for Teachers: What Does It Cost and How Does It Compare?
by Jennifer King Rice & L. Jane Hall - 374-397 Using Available Evidence to Estimate the Cost of Educational Adequacy
by Allan R. Odden & Michael E. Goetz & Lawrence O. Picus
2008, Volume 3, Issue 2
- 151-164 From Highly Qualified to High Quality: An Imperative for Policy and Research to Recast the Teacher Mold
by Jennifer King Rice - 165-196 An Analysis of Professional Judgments
by Heather Rose & Jon Sonstelie - 197-249 The Impact of Peer Effects on Student Outcomes in New York City Public Schools
by Jeffrey E. Zabel - 250-281 Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act
by John M. Krieg
2008, Volume 3, Issue 1
- 1-19 Getting Down to Facts: School Finance and Governance in California
by Susanna Loeb & Anthony Bryk & Eric Hanushek - 20-40 A Framework for Understanding Educational Governance: The Case of California
by Dominic J. Brewer & Joanna Smith - 41-57 The Availability and Transparency of Education Data in California
by Janet S. Hansen - 58-89 Resource Needs of California Public Schools: Results from a Survey of Teachers, Principals, and Superintendents
by Jon Sonstelie - 90-108 Assessing the Costs of Adequacy in California Public Schools: A Cost Function Approach
by Jennifer Imazeki - 109-129 Highly Successful Schools: What Do They Do Differently and at What Cost?
by María Pérez & Miguel Socias - 130-148 Defining an Adequate Education for English Learners
by Patricia Gándara & Russell W. Rumberger - 149-150 Handbook of Research in Education Finance and Policy
by Helen F. Ladd & Edward B. Fiske
2007, Volume 2, Issue 4
- 319-340 Revisiting Grade Retention: An Evaluation of Florida's Test-Based Promotion Policy
by Jay P. Greene & Marcus A. Winters - 341-375 Does School District Consolidation Cut Costs?
by William Duncombe & John Yinger - 376-394 Boys Named Sue: Disruptive Children and Their Peers
by David N. Figlio - 395-407 Long-Run Trends in the Quality of Teachers: Evidence and Implications for Policy
by Sean P. Corcoran
2007, Volume 2, Issue 3
- 189-227 The Limitations of Teacher Pay Incentive Programs Based on Inter-Cohort Comparisons: The Case of Chile's SNED
by Martin Carnoy & Iliana Brodziak & Andres Molina & Miguel Socías - 228-261 Money for Nothing? The Impact of Changes in the Pell Grant Program on Institutional Revenues and the Placement of Needy Students
by Bradley R. Curs & Larry D. Singell, Jr. & Glen R. Waddell - 262-300 Facilitating the Teacher Quality Gap? Collective Bargaining Agreements, Teacher Hiring and Transfer Rules, and Teacher Assignment Among Schools in California
by William S. Koski & Eileen L. Horng - 301-317 Tales from the Other Side of Education Finance: Other Districts' Schools, Other Pathways into Teaching, and Other People's Preferences
by Randall Reback
2007, Volume 2, Issue 2
- 111-132 Performance Pay System Preferences of Students Preparing to Be Teachers
by Anthony Milanowski - 133-151 Merit-Based College Scholarships and Car Sales
by Christopher Cornwell & David B. Mustard - 152-174 Private Schools and the Willingness to Pay for Public Schooling
by David M. Brasington - 175-187 An Introduction to “Early College”
by Dominic J. Brewer & Stefanie Stern & June Ahn
2007, Volume 2, Issue 1
- 1-9 Teachers
by Christopher Roellke - 10-39 Accountability and Local Control: Response to Incentives with and without Authority over Resource Generation and Allocation
by Susanna Loeb & Katharine Strunk - 40-73 The Impact of Earmarked Lottery Revenue on K–12 Educational Expenditures
by William N. Evans & Ping Zhang - 74-99 New Stakes and Standards, Same Ol' Spending? Evidence from New York City High Schools
by Patrice Iatarola & Ross Rubenstein - 100-110 PhD Attainment of Graduates of Selective Private Academic Institutions
by Jeffrey A. Groen & Matthew P. Nagowski & Ronald G. Ehrenberg
2006, Volume 1, Issue 4
- 383-395 Insight from Hindsight: The New Education Finance of the Next Decade
by Leanna Stiefel - 396-424 School Finance, Equivalent Educational Expenditure, and the Income Distribution: Equal Dollars or Equal Chances for Success?
by Kathryn Wilson & Kristina Lambright & Timothy M. Smeeding - 425-440 (Mis-)Measuring the Relative Pay of Public School Teachers
by Michael Podgursky & Ruttaya Tongrut - 441-464 Reforming Reforms: Changing Incentives in Education Finance in Vermont
by Stephen J. Schmidt & Karen Scott - 465-483 Adequacy Cost Studies: Perspectives on the State of the Art
by Michael A. Rebell
2006, Volume 1, Issue 3
- 279-287 The Imperative of 480 Schools
by Jim Wyckoff - 288-315 Are Public Subsidies to Higher Education Regressive?
by William R. Johnson - 316-348 The Effects of Defined Benefit Pension Incentives and Working Conditions on Teacher Retirement Decisions
by Joshua Furgeson & Robert P. Strauss & William B. Vogt - 349-371 Comparable Wages, Inflation, and School Finance Equity
by Lori L. Taylor - 372-382 National Board Teachers Are More Effective, But Are They in the Classrooms Where They're Needed the Most?
by Dan Goldhaber
2006, Volume 1, Issue 2
- 167-175 Reflections on the Field of School Finance: Enduring Questions and Future Directions
by Margaret Plecki - 176-216 How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement
by Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff - 217-246 Does No Child Left Behind Place a Fiscal Burden on States? Evidence from Texas
by Jennifer Imazeki & Andrew Reschovsky - 247-265 Entry Costs and the Supply of Public School Teachers
by Randall Reback - 266-277 Devil in the Details: Making Sensible Modifications to No Child Left Behind
by Gary W. Ritter & Christopher J. Lucas
2006, Volume 1, Issue 1
- 1-2 Introducing Education Finance and Policy
by David N. Figlio & David H. Monk - 3-16 “Modern” Education Finance: How It Differs from the “Old” and the Analytic and Data Collection Changes It Implies
by James W. Guthrie - 17-49 Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students
by Amy Ellen Schwartz & Leanna Stiefel - 50-90 The Impacts of Charter Schools on Student Achievement: Evidence from North Carolina
by Robert Bifulco & Helen F. Ladd - 91-122 Charter Schools and Student Achievement in Florida
by Tim R. Sass - 123-138 Charter Schools: Hype or Hope?
by Mark Schneider & Jack Buckley - 139-150 Charter School Achievement Studies
by Paul T. Hill & Lawrence Angel & Jon Christensen - 151-161 Worth the Price? Weighing the Evidence on Charter School Achievement
by Martin Carnoy & Rebecca Jacobsen & Lawrence Mishel & Richard Rothstein