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Articles 1 - 9 of 9
Full-Text Articles in Econometrics
Teacher Quality At The High-School Level: The Importance Of Accounting For Tracks, C. Kirabo Jackson
Teacher Quality At The High-School Level: The Importance Of Accounting For Tracks, C. Kirabo Jackson
C. Kirabo Jackson
Unlike in elementary school, high-school teacher effects may be confounded with both selection to tracks and unobserved track-level treatments. I document sizable confounding track effects, and show that traditional tests for the existence of teacher effects are likely biased. After accounting for these biases, high-school algebra and English teachers have much smaller test-score effects than found in previous studies. Moreover, unlike in elementary school, value-added estimates are weak predictors of teachers’ future performance. Results indicate that either (a) teachers are less influential in high school than in elementary school, or (b) test scores are a poor metric to measure teacher …
Do College-Prep Programs Improve Long-Term Outcomes?, C. Kirabo Jackson
Do College-Prep Programs Improve Long-Term Outcomes?, C. Kirabo Jackson
C. Kirabo Jackson
This paper presents an analysis of the longer-run effects of a college-preparatory program implemented in inner-city schools that provided teacher training in addition to payments to eleventh- and twelfth- grade students and their teachers for passing scores on Advanced Placement (AP) exams. Affected students passed more AP exams, were more likely to remain in college beyond their first and second years, and earned higher wages. Effects are particularly pronounced for Hispanic students who experienced a 2.5-percentage-point increase in college degree attainment and an 11-percent increase in earnings. While the study is based on non-experimental variation, the results are robust across …
Can Higher-Achieving Peers Explain The Benefits To Attending Selective Schools?: Evidence From Trinidad And Tobago, Clement (Kirabo) Jackson
Can Higher-Achieving Peers Explain The Benefits To Attending Selective Schools?: Evidence From Trinidad And Tobago, Clement (Kirabo) Jackson
C. Kirabo Jackson
Using exogenous secondary school assignments to remove self-selection bias to schools and peers, I obtain credible estimates of (1) the effect of attending schools with higher-achieving peers, and (2) the direct effect of peer quality improvements within schools, on the same population. While students at schools with higher-achieving peers have better academic achievement, within-school increases in peer achievement improve outcomes only at high-achievement schools. Estimates suggest that peer quality can account for over half of school value-added among the top quartile of schools, but little value-added for other schools. The results reveal some large and important differences by gender.
Match Quality, Worker Productivity, And Worker Mobility: Direct Evidence From Teachers, C. Kirabo Jackson
Match Quality, Worker Productivity, And Worker Mobility: Direct Evidence From Teachers, C. Kirabo Jackson
C. Kirabo Jackson
I investigate the importance of the match between teachers and schools for student achievement. I show that teacher effectiveness increases after a move to a different school, and I estimate teacher-school match effects using a mixed-effects estimator. Match quality "explains away" a quarter of, and has two-thirds the explanatory power of teacher quality. Match quality is negatively correlated with turnover, unrelated with exit, and increases with experience. This paper provides the first estimates of worker-firm match quality using output data as opposed to inferring productivity from wages or employment durations. Because teacher wages are essentially unrelated to productivity, this is …
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 …
Do Social Connections Reduce Moral Hazard? Evidence From The New York City Taxi Industry, C. Kirabo Jackson, Henry Schneider
Do Social Connections Reduce Moral Hazard? Evidence From The New York City Taxi Industry, C. Kirabo Jackson, Henry Schneider
C. Kirabo Jackson
We investigate the role of social networks in aligning the incentives of agents in settings with incomplete contracts. We study the New York City taxi industry where taxis are often leased and lessee-drivers have worse driving outcomes than owner-drivers due to a moral hazard associated with incomplete contracts. We find that: (1) drivers leasing from members of their country-of-birth community exhibit significantly reduced effects of moral hazard; (2) network effects appear to operate via social sanctions; and (3) network benefits can help to explain the industry organization in terms of which drivers and owners form business relationships.
Do Students Benefit From Attending Better Schools?: Evidence From Rule-Based Student Assignments In Trinidad And Tobago, Clement (Kirabo) Jackson
Do Students Benefit From Attending Better Schools?: Evidence From Rule-Based Student Assignments In Trinidad And Tobago, Clement (Kirabo) Jackson
C. Kirabo Jackson
In Trinidad and Tobago students are assigned to secondary schools after fifth grade based on achievement tests, leading to large differences in the school environments to which students of differing initial levels of achievement are exposed. This paper uses instrumental variables based on the discontinuities created by the assignment mechanism, and exploits rich data which include the students’ test scores at entry and secondary school preferences to address self-selection bias. I find that attending a better school has large positive effects on examination performance at the end of secondary school. The effects are about twice as large for girls than …