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Full-Text Articles in Public Economics
School Competition And Teacher Labor Markets: Evidence From Charter School Entry In North Carolina, Clement (Kirabo) Jackson
School Competition And Teacher Labor Markets: Evidence From Charter School Entry In North Carolina, Clement (Kirabo) Jackson
C. Kirabo Jackson
I analyze changes in teacher turnover, hiring, effectiveness, and salaries at traditional public schools after the opening of a nearby charter school. While I find small effects on turnover overall, difficult to staff schools (low-income, high-minority share) hired fewer new teachers and experienced small declines in teacher quality. I also find evidence of a demand side response where schools increased teacher compensation to better retain quality teachers. The results are robust across a variety of alternate specifications to account for non-random charter entry.
Single-Sex Schools, Student Achievement, And Course Selection: Evidence From Rule-Based Student Assignments In Trinidad And Tobago, C. Kirabo Jackson
Single-Sex Schools, Student Achievement, And Course Selection: Evidence From Rule-Based Student Assignments In Trinidad And Tobago, C. Kirabo Jackson
C. Kirabo Jackson
Existing studies on single-sex schooling suffer from biases because students who attend single-sex schools differ in unmeasured ways from those who do not. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and estimate the causal effect of attending a single-sex school versus a similar coeducational school. While students (particularly females) with strong expressed preferences for single-sex schools benefit, most students perform no better at single-sex schools. Girls at single-sex-schools take fewer sciences courses and more traditionally female subjects.
Recruiting, Retaining, And Creating Quality Teachers, C. Kirabo Jackson
Recruiting, Retaining, And Creating Quality Teachers, C. Kirabo Jackson
C. Kirabo Jackson
This article synthesizes the research literature on how to ensure that the teaching workforce is effective. It offers three approaches to improving effectiveness: attract talented individuals into the profession, create incentives for exerting optimal effort, and provide professional development so that teachers have the skills to be effective. The research literature reveals that each approach can yield meaningfully improved student outcomes and that no one strategy is clearly more effective. The policy implication of these findings is that a multifaceted approach would improve teacher effectiveness and student outcomes. However, although there are examples of successful policies, there is no consensus …