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Articles 31 - 35 of 35
Full-Text Articles in Labor Relations
Role Models In Education (Symposium Introduction), Ronald G. Ehrenberg
Role Models In Education (Symposium Introduction), Ronald G. Ehrenberg
Ronald G. Ehrenberg
It is our hope that by assembling these papers in one place, the Review will contribute to future policy debate on the importance of role models in education. Moreover, the papers' findings may have even broader importance. In many respects, the relationship between teachers and students can be viewed as analogous to the relationship between supervisors and employees. If the race, gender, and ethnicity of teachers "matter," so may the race, gender, and ethnicity of supervisors in the employment relationship. These papers thus suggest analogous types of research that could be profitably undertaken that relate to the employment relationship.
Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer
Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer
Ronald G. Ehrenberg
Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than …
The Underrepresentation Of Minority Faculty In Higher Education: Panel Discussion, John Brooks Slaughter, Ronald G. Ehrenberg, Eric Hanushek
The Underrepresentation Of Minority Faculty In Higher Education: Panel Discussion, John Brooks Slaughter, Ronald G. Ehrenberg, Eric Hanushek
Ronald G. Ehrenberg
[Excerpt] The 3 July 2002 issue of the Chronicle of Higher Education described the matter we are discussing today in these words: "Taken together. African-Americans and persons of Hispanic origin represent only 8 percent of full-time faculty nation-wide, and while 5 percent are African-American, half of them work at historically black institutions. The proportion of black faculty members at white institutions is 2.3 percent, virtually the same as it was 20 years ago." We are privileged to have the opportunity to explore this issue from two different perspectives. The first contends that unless major changes occur, the number of minority …
Determinants Of The Compensation And Mobility Of School Superintendents, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy Ehrenberg
Determinants Of The Compensation And Mobility Of School Superintendents, Ronald G. Ehrenberg, Richard P. Chaykowski, Randy Ehrenberg
Ronald G. Ehrenberg
Analyzing 197-83 panel data from more than 700 New York State school districts, the authors find evidence that school superintendents were rewarded, both by higher salary increases and by enhanced opportunities to move to belter-paying jobs, for having low school tax rates and high educational achievement within their districts, relative to the values of those variables in comparable school districts in the state. The rewards were, however, quite small. The analysis also suggests that the superintendents themselves did not significantly influence either school tax rates or educational test scores in their districts.
Involving Undergraduates In Research To Encourage Them To Undertake Ph.D. Study In Economics, Ronald G. Ehrenberg
Involving Undergraduates In Research To Encourage Them To Undertake Ph.D. Study In Economics, Ronald G. Ehrenberg
Ronald G. Ehrenberg
[Excerpt] Recent evidence suggests that the growing use of part-time and full-time non-tenure-track faculty nationwide adversely influences American college students’ graduation rates (Ehrenberg and Liang Zhang, 2005). I have become concerned that the increased usage of non-tenure track faculty members also likely adversely influences the propensity of undergraduate students to go on for Ph.D.s in economics for two reasons. First, many students enter college with the expressed intent of becoming doctors or lawyers, getting an MBA, or going on for advanced degrees in the sciences or humanities. However, with the exception perhaps of the small number of high-school students who …