Publications & Data

2016

• October 01, 2016

  Journal Articles

  School organizational contexts, teacher turnover, and student achievement: Evidence from panel data

  Studies how school organizational contexts relate to teacher turnover and student achievement in New York City middle schools using school survey data.

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• August 23, 2016

  Journal Articles

  Forms of Exclusion: Undocumented Students Navigating Financial Aid and Inclusion in the United States

  Shows how undocumented Latino youth in Nashville depend on private merit-based aid for college access, and how that inclusion undermines their sense of public belonging.

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• July 20, 2016

  Journal Articles

  Making use of waivers under ESSA

  Explains how states can use ESSA's district waiver provision to let high-capacity districts innovate and test new accountability approaches.

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• July 09, 2016

  Journal Articles

  An Integrated Conceptual Framework for the Development of Asian American Children and Youth

  Offers an integrated conceptual framework for studying the development of Asian American children and youth across contexts and domains.

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• June 30, 2016

  Journal Articles

  Connections Matter: How Interactive Peers Affect Students in Online College Courses

  Uses language data from an online college course with quasi-random peer assignment to measure how peer interactions affect learning and persistence.

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• June 29, 2016

  Journal Articles

  The productivity costs of inefficient hiring practices: Evidence from late teacher hiring

  Finds that hiring teachers after the school year starts reduces student achievement, with late-hired math teachers remaining persistently less effective.

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• June 22, 2016

  Journal Articles

  Early Childhood Behavior Problems and the Gender Gap in Educational Attainment in the United States

  Examines whether boys' early behavior problems predict their lower rates of high school graduation, college completion, and years of schooling in adulthood.

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• June 19, 2016

  Journal Articles

  Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences

  Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process.

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• June 16, 2016

  Journal Articles

  Humility in learning: A Confucian perspective

  Explores humility as a learning virtue in the Confucian tradition and its implications for how students approach knowledge and effort.

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• June 01, 2016

  Journal Articles

  Within- and Between-Sector Quality Differences in Early Childhood Education and Care

  Uses nationally representative data on 6,000 children to compare quality across formal and informal early childhood settings and differences in skills at age five.

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• May 20, 2016

  Journal Articles

  Does Educational Equality Increase Mobility? Exploiting 19th Century U.S. Compulsory Schooling Laws

  Exploits the timing of 19th-century compulsory schooling laws across states to estimate the causal effect of education on intergenerational occupational mobility.

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• May 01, 2016

  Working Papers

  Using Lagged Outcomes to Evaluate Bias in Value-Added Models

  Shows through Monte Carlo simulations that testing for balance in lagged outcomes does not reliably detect bias in value-added models.

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• April 28, 2016

  Journal Articles

  The State of Educational Improvement: The Legacy of ESEA Title I

  Assesses the mixed legacy of ESEA Title I, which established a federal priority for disadvantaged students and expanded government responsibility for schooling.

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• April 08, 2016

  Journal Articles

  Educational goods and values: A framework for decision-makers

  Offers a framework of educational goods and values to help decision makers and researchers articulate goals and trade-offs in education.

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• March 01, 2016

  Journal Articles

  Promise and Paradox: Measuring Students’ Non-cognitive Skills and the Impact of Schooling

  Surveys 1,368 eighth graders on non-cognitive skills, finding that scales predict individual outcomes but behave paradoxically at the school level and in charter comparisons.

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