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2015
October 10, 2015
Journal Articles
Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement
Presents new evidence and a new modeling approach for estimating how teacher productivity grows with experience, showing how identifying assumptions can bias results.
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October 08, 2015
Journal Articles
Do First Impressions Matter? Predicting Early Career Teacher Effectiveness
Asks how much teachers vary in performance improvement during their first five years and how well initial performance predicts later effectiveness.
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October 05, 2015
Journal Articles
Educating Amidst Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-poverty, Urban Schools
Draws on interviews with 95 teachers and administrators to examine how six high-poverty urban schools organize to help teachers cope with uncertainty.
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July 14, 2015
Journal Articles
Play or learn: European-American and Chinese kindergartners' perceptions about the conflict
Compares how European-American and Chinese kindergartners perceive and resolve the conflict between learning and play.
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June 13, 2015
Journal Articles
Effects of Early U.S. Compulsory Schooling Laws on Educational Assortative Mating: The Importance of Context
Uses 1940 census data to examine how early U.S. compulsory schooling laws changed educational assortative mating.
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June 01, 2015
Journal Articles
Educational Expansion and Occupational Change: US Compulsory Schooling Laws and the Occupational Structure 1850–1930
During the US Industrial Revolution, educational expansion may have created skilled jobs through innovation and skill upgrading or reduced skilled jobs by mechanizing production. Such arguments contradict classic sociological work that treats education as a sorting mechanism, allocating individuals to fixed occupations.
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May 01, 2015
Journal Articles
Income-Based Inequality in Educational Outcomes: Learning From State Longitudinal Data Systems
Drawing on Massachusetts longitudinal data, this study documents large income-based gaps in high school graduation and college-going — and shows those gaps narrowing substantially over the past decade.
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April 29, 2015
Journal Articles
Cumulative Inequality in Child Health and Academic Achievement
Tests cumulative inequality theory by examining how child health and family resources together shape academic achievement over development.
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February 20, 2015
Journal Articles
Early childhood WIC participation, cognitive development and academic achievement
Examines the effects of early childhood WIC participation on children's cognitive development and academic outcomes.
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February 20, 2015
Journal Articles
Managing School Integration and White Flight: The Debate over Chicago’s Future in the 1960s
Traces how Chicago's 1960s school integration debate shifted from demands for equality for Black students to concerns about keeping white families in the city.
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January 01, 2015
Journal Articles
Distributive decisions in education: Goals, trade-offs, and feasibility constraints
Lays out a framework for distributive decisions in education, balancing competing goals under real-world feasibility constraints.
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2014
December 30, 2014
Journal Articles
Hidden Gains: Effects of Early U.S. Compulsory Schooling Laws on Attendance and Attainment by Social Background
Asks whether early U.S. compulsory schooling laws, passed 1852 to 1918, improved equality of school attendance and attainment by class, nativity, and race.
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December 10, 2014
Journal Articles
The Emergence of Social Capital in Low-Income Latino Elementary Schools
Explores how social capital between parents and schools emerges in predominantly low-income Latino elementary school communities.
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December 01, 2014
Journal Articles
Who Enters Teaching? Encouraging Evidence that the Status of Teaching is Improving
Examines whether the academic ability of those entering teaching has risen since the turn of the century, as teacher accountability policies took hold.
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December 01, 2014
Journal Articles
Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers with Their English Learners and Non-English Learners
Asks whether teachers who are effective with one group of students are equally effective with others, testing the consistency of value-added measures across subgroups.
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