MIT Press
Education Finance and Policy
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Web: http://www.mitpressjournals.org/loi/edfp
Current editor: Thomas A. Downes
Current editor: Dan Goldhaber
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Thomas Downes
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Series handle: repec:tpr:edfpol
ISSN: 1557-3060
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Spring 2017, Volume 12, Issue 2
- 129-136 The Promise of Administrative Data in Education Research
by David Figlio & Krzysztof Karbownik & Kjell Salvanes - 137-165 Are Student Absences Worth the Worry in U.S. Primary Schools?
by Seth Gershenson & Alison Jacknowitz & Andrew Brannegan - 166-196 Extracurricular Participation, “At-Risk” Status, and the High School Dropout Decision
by Laura M. Crispin - 197-223 Screen Twice, Cut Once: Assessing the Predictive Validity of Applicant Selection Tools
by Dan Goldhaber & Cyrus Grout & Nick Huntington-Klein - 224-240 Does More Accurate Knowledge of Course Grade Impact Teaching Evaluation?
by Donghun Cho & Joonmo Cho - 241-279 Returns to Teacher Experience: Student Achievement and Motivation in Middle School
by Helen F. Ladd & Lucy C. Sorensen
Winter 2017, Volume 12, Issue 1
- 1-27 Capitalization of Charter Schools into Residential Property Values
by Margaret Brehm & Scott A. Imberman & Michael Naretta - 28-53 Closer to the Finish Line? Compulsory Attendance, Grade Attainment, and High School Graduation
by Wael S. Moussa - 54-76 Adequate (or Adipose?) Yearly Progress: Assessing the Effect of “No Child Left Behind” on Children's Obesity
by Patricia M. Anderson & Kristin F. Butcher & Diane Whitmore Schanzenbach - 77-106 Has NCLB Encouraged Educational Triage? Accountability and the Distribution of Achievement Gains
by Dale Ballou & Matthew G. Springer - 107-128 Grading System and Student Effort
by Valentina Paredes
Fall 2016, Volume 11, Issue 4
- 361-368 AEFP at Forty: Looking Back and Thinking Forward
by Dominic J. Brewer & Chandler P. Miranda - 369-403 A New Measure of College Quality to Study the Effects of College Sector and Peers on Degree Attainment
by Jonathan Smith & Kevin Stange - 404-425 What Do University Endowment Managers Worry About? An Analysis of Alternative Asset Investments and Background Income
by Harvey S. Rosen & Alexander J. W. Sappington - 426-448 The Educational Impact of Online Learning: How Do University Students Perform in Subsequent Courses?
by John M. Krieg & Steven E. Henson - 449-481 Pension Choices and the Savings Patterns of Public School Teachers
by Dan Goldhaber & Cyrus Grout - 482-498 Shifting from Enrollment- to Performance-Based Funding in Higher Education: What Can We Learn from Washington's Experience?
by Darby Kaikkonen
Summer 2016, Volume 11, Issue 3
- 225-250 First in the Class? Age and the Education Production Function
by Elizabeth U. Cascio & Diane Whitmore Schanzenbach - 251-282 The Impact of Turnaround Reform on Student Outcomes: Evidence and Insights from the Los Angeles Unified School District
by Katharine O. Strunk & Julie A. Marsh & Ayesha K. Hashim & Susan Bush-Mecenas & Tracey Weinstein - 283-309 Is School Value Added Indicative of Principal Quality?
by Hanley Chiang & Stephen Lipscomb & Brian Gill - 310-324 Do Grade Weights Promote More Advanced Course-Taking?
by Kristin Klopfenstein & Kit Lively - 325-339 American Higher Education and Income Inequality
by Catharine B. Hill - 340-359 The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era
by Matthew P. Steinberg & Morgaen L. Donaldson
Spring 2016, Volume 11, Issue 2
- 125-149 Linking Teacher Quality, Student Attendance, and Student Achievement
by Seth Gershenson & Diane Whitmore Schanzenbach - 150-176 School Choice, Student Mobility, and School Quality: Evidence from post-Katrina New Orleans
by Richard O. Welsh & Matthew Duque & Andrew McEachin - 177-202 Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College
by Michael A. Gottfried & Robert Bozick - 203-224 The Effect of a Stricter Academic Dismissal Policy on Course Selection, Student Effort, and Grading Leniency
by Shao-Hsun Keng
Winter 2016, Volume 11, Issue 1
- 1-42 Teaching to the Student: Charter School Effectiveness in Spite of Perverse Incentives
by Sarah R. Cohodes - 43-69 The Impact of Labor Demand on Time to the Doctorate
by Jeffrey A. Groen - 70-96 Playing to Teachers’ Strengths: Using Multiple Measures of Teacher Effectiveness to Improve Teacher Assignments
by Lindsay Fox - 97-123 Synthesizing the Effect of Building Condition Quality on Academic Performance
by Tracey Gunter & Jing Shao
October 2015, Volume 10, Issue 4
- 467-507 Teacher Layoffs, Teacher Quality, and Student Achievement: Evidence from a Discretionary Layoff Policy
by Matthew A. Kraft - 508-534 Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?
by Cory Koedel & Eric Parsons & Michael Podgursky & Mark Ehlert - 535-572 Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project
by Matthew P. Steinberg & Lauren Sartain - 573-610 Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives
by Ali Protik & Steven Glazerman & Julie Bruch & Bing-ru Teh
July 2015, Volume 10, Issue 3
- 301-313 Shifting Boundaries and Shady Borders: A Call for Research on the Political Economy of Education Reform
by Jane Hannaway - 314-349 Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week
by D. Mark Anderson & Mary Beth Walker - 350-377 Hold Back To Move Forward? Early Grade Retention And Student Misbehavior
by Umut Ozek - 378-398 School Districts and Student Achievement
by Matthew M. Chingos & Grover J. Whitehurst & Michael R. Gallaher - 399-422 The Relationship Between Student Transfers and District Academic Performance: Accounting for Feedback Effects
by David M. Welsch & David M. Zimmer - 423-465 Charter School Expansion and Within-District Equity: Confluence or Conflict?
by Bruce D. Baker & Ken Libby & Kathryn Wiley
March 2015, Volume 10, Issue 2
- 157-192 Bridging the Discontinuity in Adolescent Literacy? Mixed Evidence from a Middle Grades Intervention
by Shaun M. Dougherty - 193-222 Which Teachers Choose a Defined Contribution Pension Plan? Evidence from the Florida Retirement System
by Matthew M. Chingos & Martin R. West - 223-243 Do Study Abroad Programs Enhance the Employability of Graduates?
by Giorgio Di Pietro - 244-276 A Smart Break? College Tenure Interruption and Graduating Student Outcomes
by P. Wesley Routon & Jay K. Walker - 277-299 Messengers of Bad News or Bad Apples? Student Debt and College Accountability
by Rajeev Darolia
November 2014, Volume 10, Issue 1
- 4-45 Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation Policy
by Judith Scott-Clayton & Olga Rodriguez - 46-80 Does Failing a Placement Exam Discourage Underprepared Students from Going to College?
by Paco Martorell & Isaac McFarlin, Jr. & Yu Xue - 81-116 How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day
by Matthew A. Kraft - 117-156 Can Value-Added Measures of Teacher Performance Be Trusted?
by Cassandra M. Guarino & Mark D. Reckase & Jeffrey M. Woolrdige
October 2014, Volume 9, Issue 4
- 383-416 Did Cuts in State Aid During the Great Recession Lead to Changes in Local Property Taxes?
by Rajashri Chakrabarti & Max Livingston & Joydeep Roy - 417-445 Michigan and Ohio K–12 Educational Financing Systems: Equality and Efficiency
by Michael Conlin & Paul N. Thompson - 446-480 The Unintended Consequences of Property Tax Relief: New York’s STAR Program
by Tae Ho Eom & William Duncombe & Phuong Nguyen-Hoang & John Yinger - 481-514 Unintended Consequences: The Impact of Proposition 2½ Overrides on School Segregation in Massachusetts
by Jeffrey Zabel - 515-540 Tax Increment Financing and Education Expenditures: The Case of Iowa
by Phuong Nguyen-Hoang - 541-566 The Rise of School-Supporting Nonprofits
by Ashlyn Aiko Nelson & Beth Gazley - 567-599 So Slow to Change: The Limited Growth of Nontax Revenues in Public Education Finance, 1991–2010
by Tom Downes & Kieran M. Killeen
July 2014, Volume 9, Issue 3
- 231-263 New Measures of TeachersÕ Work Hours and Implications for Wage Comparisons
by Kristine L. West - 264-303 Teacher Preparation Policies and Their Effects on Student Achievement
by Gary T. Henry & Kevin C. Bastian & C. Kevin Fortner & David C. Kershaw & Kelly M. Purtell & Charles L. Thompson & Rebecca A. Zulli - 304-333 When Unified Teacher Pay Scales Meet Differential Alternative Returns
by Patrick Walsh - 334-372 Assessed by a Teacher Like Me: Race and Teacher Assessments
by Amine Ouazad
March 2014, Volume 9, Issue 2
- 109-115 School Finance and Learning: Are We Leveraging State Aid to Get All We Can Out of It?
by Deborah H. Cunningham - 116-164 Do Standard Measures of Preschool Quality Used in Statewide Policy Predict School Readiness?
by Terri J. Sabol & Robert C. Pianta - 165-192 Who Benefits from Pension Enhancements?
by Cory Koedel & Shawn Ni & Michael Podgursky - 193-230 Estimated Effect of the Teacher Advancement Program on Student Test Score Gains
by Matthew G. Springer & Dale Ballou & Art (Xiao) Peng
January 2014, Volume 9, Issue 1
- 1-35 Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago
by Matthew P. Steinberg - 36-58 Do KIPP Schools Boost Student Achievement?
by Philip M. Gleason & Christina Clark Tuttle & Brian Gill & Ira Nichols-Barrer & Bing-ru Teh - 59-85 Charter School Authorizers and Student Achievement
by Ron Zimmer & Brian Gill & Jonathon Attridge & Kaitlin Obenauf - 86-107 Fiscal Impacts of Charter Schools: Lessons from New York
by Robert Bifulco & Randall Reback
October 2013, Volume 8, Issue 4
- 459-493 Where You Come From or Where You Go? Distinguishing Between School Quality and the Effectiveness of Teacher Preparation Program Graduates
by Kata Mihaly & Daniel McCaffrey & Tim R. Sass & J. R. Lockwood - 494-527 Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs
by Dan Goldhaber & Roddy Theobald - 528-559 School-Based Accountability and the Distribution of Teacher Quality Across Grades in Elementary School
by Sarah C. Fuller & Helen F. Ladd - 560-580 Incorporating Access to More Effective Teachers into Assessments of Educational Resource Equity
by Kevin C. Bastian & Gary T. Henry & Charles L. Thompson - 581-601 The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns
by Daphna Bassok & Maria Fitzpatrick & Susanna Loeb & Agustina S. Paglayan
July 2013, Volume 8, Issue 3
- 275-286 Policy Makers and Researchers Schooling Each Other: Lessons in Educational Policy from New York
by Deborah H. Cunningham & Jim Wyckoff - 287-299 The Problem with Briefs, in Brief
by Carrie L. Conaway - 300-315 Multi-Track Year-Round Schooling as Cost Saving Reform: Not Just a Matter of Time
by Jennifer Graves & Steven McMullen & Kathryn Rouse - 316-331 Funding Special Education by Total District Enrollment: Advantages, Disadvantages, and Policy Considerations
by Elizabeth Dhuey & Stephen Lipscomb - 332-348 Learning from Experience? Evidence on the Impact and Distribution of Teacher Experience and the Implications for Teacher Policy
by Jennifer King Rice - 349-363 Financial Aid's Role in Meeting State College Completion Goals
by Nicholas W. Hillman & Erica Lee Orians - 364-377 Undocumented College Students in the United States: In-State Tuition Not Enough to Ensure Four-Year Degree Completion
by Dylan Conger & Colin C. Chellman - 378-393 The Role of Politics and Governance in Educational Accountability Systems
by Dominic J. Brewer & Kieran M. Killeen & Richard O. Welsh - 394-417 Adjusted Poverty Measures and the Distribution of Title I Aid: Does Title I Really Make the Rich States Richer?
by Bruce D. Baker & Lori Taylor & Jesse Levin & Jay Chambers & Charles Blankenship - 418-434 Value Added and Its Uses: Where You Stand Depends on Where You Sit
by Sean Corcoran & Dan Goldhaber - 435-456 The Strategic Data Project's Strategic Performance Indicators
by Lindsay C. Page & Jon Fullerton & Andrew Bacher-Hicks & Antoniya Owens & Sarah R. Cohodes & Martin R. West & Sarah Glover
April 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 - 251-270 When is 100% not 100%? The Use of Safe Harbor to Make Adequate Yearly Progress
by Morgan S. Polikoff & Stephani L. Wrabel
January 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
September 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
July 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
March 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
January 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 A Policy Analysis of the Federal Growth Model Pilot Program's 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
October 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
July 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
April 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
January 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
October 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
July 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
April 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
January 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
October 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
July 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
April 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
January 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
October 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
July 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
April 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
January 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