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Full-Text Articles in Education
The Poverty Gap In School Spending Following The Introduction Of Title I, Elizabeth U. Cascio, Sarah Reber
The Poverty Gap In School Spending Following The Introduction Of Title I, Elizabeth U. Cascio, Sarah Reber
Dartmouth Scholarship
Title I of the 1965 Elementary and Secondary Education Act explicitly directed more federal aid for K-12 education to poorer areas for the first time in US history, with a goal of promoting regional convergence in school spending. Using newly collected data, we find some evidence that Title I narrowed the gap in per-pupil school spending between richer and poorer states in the short- to medium-run. However, the program was small relative to then-existing poverty gaps in school spending; even in the absence of crowd-out by local or state governments, the program could have reduced the gap by only 15 …
Cracks In The Melting Pot: Immigration, School Choice, And Segregation, Elizabeth U U. Cascio, Ethan G. Lewis
Cracks In The Melting Pot: Immigration, School Choice, And Segregation, Elizabeth U U. Cascio, Ethan G. Lewis
Dartmouth Scholarship
We examine whether low-skilled immigration to the United States has contributed to immigrants' residential isolation by reducing native demand for public schools. We address endogeneity in school demographics using established Mexican settlement patterns in California and use a comparison group to account for immigration's broader effects. We estimate that between 1970 and 2000, the average California school district lost more than 14 non-Hispanic households with children to other districts in its metropolitan area for every 10 additional households enrolling low-English Hispanics in its public schools. By disproportionately isolating children, the native reaction to immigration may have longer-run consequences than previously …
Searching For Effective Teachers With Imperfect Information, Douglas O. Staiger, Jonah E. Rockoff
Searching For Effective Teachers With Imperfect Information, Douglas O. Staiger, Jonah E. Rockoff
Dartmouth Scholarship
Over the past four decades, empirical researchers -- many of them economists -- have accumulated an impressive amount of evidence on teachers. In this paper, we ask what the existing evidence implies for how school leaders might recruit, evaluate, and retain teachers. We begin by summarizing the evidence on five key points, referring to existing work and to evidence we have accumulated from our research with the nation's two largest school districts: Los Angeles and New York City. First, teachers display considerable heterogeneity in their effects on student achievement gains. Second, estimates of teacher effectiveness based on student achievement data …
Gender And Performance: Evidence From School Assignment By Randomized Lottery, Justine S. Hastings, Thomas J. Kane, Douglas O. Staiger
Gender And Performance: Evidence From School Assignment By Randomized Lottery, Justine S. Hastings, Thomas J. Kane, Douglas O. Staiger
Dartmouth Scholarship
No abstract provided.
The Promise And Pitfalls Of Using Imprecise School Accountability Measures, Thomas J. Kane, Douglas O. Staiger
The Promise And Pitfalls Of Using Imprecise School Accountability Measures, Thomas J. Kane, Douglas O. Staiger
Dartmouth Scholarship
In recent years, most states have constructed elaborate accountability systems using school-level test scores. However, because the median elementary school contains only 69 children per grade level, such measures are quite imprecise. We evaluate the implications for school accountability systems. For instance, rewards or sanctions for schools with scores at either extreme primarily affect small schools and provide weak incentives to large ones. Nevertheless, we conclude that accountability systems may be worthwhile. Even in states with aggressive financial incentives, the marginal reward to schools for raising student performance is a small fraction of the potential labor market value for students.