Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education Policy
Local Responses To Federal Grants: Evidence From The Introduction Of Title I In The South, Elizabeth Cascio, Nora Gordon, Sarah Reber
Local Responses To Federal Grants: Evidence From The Introduction Of Title I In The South, Elizabeth Cascio, Nora Gordon, Sarah Reber
Nora Gordon
We analyze the effects of the introduction of Title I of the 1965 Elementary and Secondary Education Act, a large federal grants program designed to increase poor students’ educational services and achievement. We focus on the South, the poorest region of the country. Title I increased school spending by 50 cents on the dollar in the average Southern school district and by more in districts with less ability to offset grants through local tax reductions. Title I induced increases in school budgets appear to have reduced high school dropout rates of whites, but not blacks.
High School Graduation In The Context Of Changing Elementary And Secondary Education Policy And Income Inequality: The Last Half Century, Nora Gordon
Nora Gordon
Goldin and Katz (2008) document the key role that the educational attainment of native-born workers in the U.S. has played in determining changing returns to skill and income distribution in the twentieth century, emphasizing the need to understand the forces driving the supply of educated workers. This paper examines stagnation in high school graduation rates from about 1970 to 2000, alongside dramatic changes in elementary and secondary educational institutions and income inequality over those years. I review the policy history of major changes in educational institutions, including but not limited to the massive increase in school spending, and related literature. …
A Re-Analysis Of The Effects Of Teacher Replacement Using Value-Added Modeling, Stuart S. Yeh
A Re-Analysis Of The Effects Of Teacher Replacement Using Value-Added Modeling, Stuart S. Yeh
Stuart S Yeh
In principle, value-added modeling (VAM) might be justified if it can be shown to be a more reliable indicator of teacher quality than existing indicators for existing low-stakes decisions that are already being made, such as the award of small merit bonuses. However, a growing number of researchers now advocate the use of VAM to identify and replace large numbers of low performing teachers. There is a need to evaluate these proposals because the active termination of large numbers of teachers based on VAM requires a much higher standard of reliability and validity. Furthermore, those proposals must be evaluated to …