Presents a matching scheme for consistently geocoding U.S. metropolitan areas across the 1970, 1980, and 1990 Censuses, which used differing definitions.
Asks whether school accountability policies are more or less effective at improving student outcomes in states with stronger local control over revenue and resources.
Assesses what econometric cost functions can and cannot tell us about the cost of an adequate education compared with professional judgment approaches.
Investigates the multiple pathways into teaching in New York City as a microcosm of a national experiment in recruiting, preparing, and retaining teachers.
Describes the landscape of elementary teacher education programs in and around New York City, including who enters, who teaches, and what the core curriculum covers.
Uses data on every New York State elementary teacher from 1994 to 2002 to examine how fourth grade state testing affected teacher turnover and recruitment.
Examines how teaching conditions predict teacher turnover in California schools, especially those serving low-income, low-achieving, and minority students.
Documents striking differences in teacher qualifications across New York State schools and how attrition, transfers, and initial job matches shape them.
