Welcome to the Profit of Education website. Continuing the conversation begun in the book Profit of Education, we discuss the latest economic evidence on education reform.

List of references

Here are references to material referenced elsewhere on the site.

  • Jim Heckman and Paul LaFontaine, “The American High School Graduation Rate: Trend and Levels,” Review of Economics and Statistics, May 2010.
  • Jonah Rockoff, “Field Experiments in Class Size from the Early Twentieth Century,” Journal of Economic Perspectives, Fall 2009.
  • Derek Neal and Diane Whitmore Schanzenbach, “Left behind by Design: Proficiency Counts and Test Based Accountability,” Review of Economics and Statistics, May 2010.
  • Jas. H. Fuqua, Sr., Biennial Report of the Superintendent of Public Instruction of Kentucky, For the Two Years Beginning July 1, 1903, and Ending June 30, 1905.
  • Joshua Angrist, Susan Dynarski, Thomas Kane, Parag Pathak, and Christopher Walters, “Inputs and Impacts in Charter Schools: KIPP Lynn,” American Economic Review: Papers and Proceedings, May 2010.
  • Dan Goldhaber and Michael Hansen, “Using Performance on the Job to Inform Teacher Tenure Decisions,” American Economic Review: Papers and Proceedings, May 2010.
  • Michael DeArmond and Dan Goldhaber, “Scrambling the Nest Egg: How Well Do Teachers Understand Their Pensions, and What Do They Think about Alternative Pension Structures?,” Education Finance Policy, Winter 2010.
  • Robert Costrell and Michael Podgursky, “Distribution of Benefits in Teacher Retirement Systems and Their Implications for Mobility,” Education Finance Policy, Winter 2010.
  • Robert Costrell and Michael Podgursky, “Peaks, Cliffs, and Valleys: The Peculiar Incentives in Teacher Retirement Systems and Their Consequences for School Staffing,” Education Finance Policy, Spring 2009.
  • Weili Ding and Steven F. Lehrer, “Estimating Treatment Effects From Contaminated Multiperiod Education Experiments: The Dynamic Impacts of Class Size Reductions,” Review of Economics and Statistics, February 2010.
  • John Ries and Tsur Somerville, “School Quality and Residential Property Values: Evidence From Vancouver Rezoning,” Review of Economics and Statistics, November 2010.
  • Kristine Lamm West and Elton Mykerezi, “Teachers’ unions and compensation: The impact of collective bargaining on salary schedules and performance pay schemes,” Economics of Education Review, February 2011.
  • S. Eric Larsen, “Teacher MA attainment rates, 1970-2000,” Economics of Education Review, October 2010.
  • Raj Chetty, John N. Friedman, Nathaniel Hilger, Emmanuel Saez, Diane Whitmore Schanzenbach, and Danny Yagan, “How Does Your Kindergarten Classroom Affect Your Earnings? Evidence From Project Star,” Quarterly Journal of Economics, forthcoming.
  • Raj Chetty and John N. Friedman, “Does Local Tax Financing of Public Schools Perpetuate Inequality?,” National Tax Association Proceedings, forthcoming.
  • Thomas Dee and Martin West, “The Non-Cognitive Returns to Class Size,” Educational Evaluation and Policy Analysis, forthcoming.
  • Erik Lindqvist and Roine Vestman, “The Labor Market Returns to Cognitive and Noncognitive Ability: Evidence from the Swedish Enlistment,” American Economic Journal: Applied Economics, January 2011.
  • Kirabo Jackson and Elias Bruegmann, “Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers,” American Economic Journal: Applied Economics, 2009, 1:4.
  • Michael F. Lovenheim, “The Effect of Teachers’ Unions on Education Production: Evidence from Union Election Certifications in Three Midwestern States,” Journal of Labor Economics, October 2009.
  • Will Dobbie and Roland G. Fryer, “Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children’s Zone,” American Economic Journal: Applied Economics, forthcoming.
  • Eric S. Taylor and John H. Tyler, “The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-career Teachers,” NBER Working Paper No. 16877, March 2011.
  • David Deming, “Early Childhood Intervention and Life-Cycle Skill Development: Evidence from Head Start,” American Economic Journal: Applied Economics, 2009.
  • Randall Reback, “House Prices and the Provision of Public Services: Capitalization under School Choice Programs,” Journal of Urban Economics 57(2), March 2005.
  • Charles Manski, “Policy Analysis with Incredible Certitude,” Economic Journal, forthcoming.
  • David Deming, “Better Schools, Less Crime?,” Quarterly Journal of Economics, forthcoming.
  • Joseph G. Altonji, Ching-I Huang, and Christopher R. Taber, “Estimating the Cream Skimming Effects of School Choice,” NBER Working Paper 16579
  • Cristian Pop-Eleches and Miguel Urquiola, “Going to a Better School: Effects and Behavioral Responses,” NBER Working Paper 16886.
  • Damon Clark, “Selective Schools and Academic Achievement,” The B.E. Journal of Economic Analysis & Policy: Vol. 10: Iss. 1 (Advances), 2010
  • Cory Koedel, “Grading Standards in Education Departments at Universities,” University of Missouri, April 2011.
  • Cory Koedel, “An Empirical Analysis of Teacher Spillover Effects in Secondary School,” Economics of Education Review, December 2009.
  • Brian A. Jacob, “The Effect of Employment Protection on Worker Effort: Evidence from Public Schooling,” NBER Working Paper 15655, January 2010.
  • Charles Clotfelter, Elizabeth Glennie, Helen Ladd, and Jacob Vigdor, “Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina,” Journal of Public Economics, 2009.
  • Thomas J. Kane, Eric S. Taylor, John H. Tyler, and Amy L. Wooten, “Identifying Effective Classroom Practices Using Student Achievement Data,” Journal of Human Resources, Summer 2011.
  • Pam Grossman, Susanna Loeb, Julia Cohen, Karen Hammerness, James Wyckoff, Donald Boyd, and Hamilton Lankford, “Measure for Measure: The Relationship Between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores,” NBER Working Paper 16015, May 2010.
  • Susanna Loeb, Demetra Kalogrides and Tara Béteille, “Effective Schools: Demonstrating Recruitment, Assignment, Development, and Retention of Effective Teachers,” Stanford University, April 2011.
  • Matthew Ronfeldt, Hamp Lankford, Susanna Loeb, and Jim Wyckoff, “How teacher turnover harms student achievement,” Stanford University.
  • Donald J. Boyd, Pamela L. Grossman, Hamilton Lankford, Susanna Loeb and James Wyckoff, “Teacher Preparation and Student Achievement,” EDUCATIONAL EVALUATION AND POLICY ANALYSIS, 2009
  • Tom Ahn, “The Missing Link: Estimating the Impact of Incentives on Effort and Effort on Production Using Teacher Accountability Legislation,” University of Kentucky, 2011.
  • Thomas Ahn and Jacob Vigdor, “Making Teacher Incentives Work: Lessons from North Carolina’s Teacher Bonus Program,” American Enterprise Institute for Public Policy Research, Education Outlook, June 2011.
  • Grover J. “Russ” Whitehurst and Matthew M. Chingos, “Class Size: What Research Says and What it Means for State Policy,” Brown Center on Education Policy at Brookings, May 2011.
  • Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja, and Tristan Zajonc, “Do Value-Added Estimates Add Value? Accounting for Learning Dynamics,” American Economic Journal: Applied Economics, July 2011.
  • Rucker C. Johnson, “LONG-RUN IMPACTS OF SCHOOL DESEGREGATION & SCHOOL QUALITY ON ADULT ATTAINMENTS,” NBER Working Paper 16664, January 2011.
  • Lance Lochner, “NON-PRODUCTION BENEFITS OF EDUCATION: CRIME, HEALTH, AND GOOD CITIZENSHIP,” NBER Working Paper 16722, January 2011.
  • Scott E. Carrell, Teny Maghakian, and James E. West, “A’s from Zzzz’s? The Causal Effect of School Start Time on the Academic Achievement of Adolescents,” American Economic Journal: Economic Policy, August 2011.
  • Sara Champion, “Increased Accountability, Teachers’ Effort, and Moonlighting,” Stanford University working paper, November 2010.
  • Philip Babcock and Kelly Bedard, “THE WAGES OF FAILURE: NEW EVIDENCE ON SCHOOL RETENTION AND LONG-RUN OUTCOMES,” Education Finance and Policy, Summer 2011.
  • Kevin Lang and Michael Manove, “Education and Labor Market Discrimination,” American Economic Review, June 2011.
  • Esther Duflo, Pascaline Dupas, and Michael Kremer, “Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya,” American Economic Review, August 2011.
  • Miriam King, Steven Ruggles, J. Trent Alexander, Sarah Flood, Katie Genadek, Matthew B. Schroeder, Brandon Trampe, and Rebecca Vick. Integrated Public Use Microdata Series, Current Population Survey: Version 3.0. [Machine-readable database]. Minneapolis: University of Minnesota, 2010.
  • David J. Deming, Justine S. Hastings, Thomas J. Kane, and Douglas O. Staiger, “SCHOOL CHOICE, SCHOOL QUALITY AND POSTSECONDARY ATTAINMENT,” NBER Working Paper 17438.
  • Will Dobbie and Roland G. Fryer, Jr, “THE IMPACT OF YOUTH SERVICE ON FUTURE OUTCOMES: EVIDENCE FROM TEACH FOR AMERICA,” NBER Working Paper 17402.
  • Helena Holmlund, Mikael Lindahl, and Erik Plug, “The Causal Effect of Parents’ Schooling on Children’s Schooling: A Comparison of Estimation Methods,” Journal of Economic Literature, 2011.
  • Phillip B. Levine and David J. Zimmerman, eds., Targeting Investments in Children, University of Chicago Press, 2010.
  • John H. Tyler, “IF YOU BUILD IT WILL THEY COME? TEACHER USE OF STUDENT PERFORMANCE DATA ON A WEB-BASED TOOL,” NBER Working Paper 17486.
  • Roland G. Fryer, Jr, “CREATING “NO EXCUSES” (TRADITIONAL) PUBLIC SCHOOLS: PRELIMINARY EVIDENCE FROM AN EXPERIMENT IN HOUSTON,” NBER Working Paper 17494.
  • Jonah E. Rockoff and Cecilia Speroni, “Subjective and objective evaluations of teacher effectiveness: Evidence from New York City,” Labour Economics, October 2011.
  • Peter Hinrichs, “WHEN THE BELL TOLLS: THE EFFECTS OF SCHOOL STARTING TIMES ON ACADEMIC ACHIEVEMENT,” Education Finance and Policy, Fall 2011.
  • Matthew M. Chingos and Martin R. West, “Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness?,” Program on Education Policy and Governance, WP PEPG 10-21, December 2010.
  • Matthew M. Chingos and Martin R. West, “Do more effective teachers earn more outside of the classroom?,” Program on Education Policy and Governance, WP PEPG 10-02.
  • Matthew M. Chingos and Paul E. Peterson, “It’s easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness,” Economics of Education Review 30, 2011.
  • Will Dobbie and Roland G. Fryer, Jr, “EXAM HIGH SCHOOLS AND ACADEMIC ACHIEVEMENT: EVIDENCE FROM NEW YORK CITY,” NBER Working Paper 17286.
  • Atila Abdulkadiroglu, Joshua D. Angrist, and Parag A. Pathak, “THE ELITE ILLUSION: ACHIEVEMENT EFFECTS AT BOSTON AND NEW YORK EXAM SCHOOLS,” NBER Working Paper 17264.
  • Derek Neal and Gadi Barlevy, “Pay for Percentile,” American Economic Review, forthcoming.
  • Jonah E. Rockoff, Douglas O. Staiger, Thomas J. Kane, and Eric S. Taylor, “Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools,” American Economic Review, forthcoming.
  • Roland G. Fryer, Jr. and Steven D. Levitt, “Testing for Racial Differences in the Mental Ability of Young Children,” American Economic Review, forthcoming.
  • Mariesa A. Herrmann and Jonah E. Rockoff, “Worker Absence and Productivity: Evidence from Teaching,” Journal of Labor Economics, forthcoming.
  • Dan Goldhaber and Joe Walch, “Strategic Pay Reform: A Student Outcomes-Based Evaluation of Denver’s ProComp Teacher Pay Initiative,” CEDR Working Paper 2011-3, University of Washington, 2011.
  • Steven Glaszerman and Allison Seifullah, “An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two impact Report,” Mathematica Policy Research, 2010.
  • Dan Goldhaber, Pete Goldschmidt, Philip Sylling and Fannie Tseng, “Teacher Value-Added at the High School Level: Different Models, Different Answers?,” CEDR Working Paper 2011-4, University of Washington, 2011.
  • Bradford R. White, Jennifer B. Presley, and Karen J. DeAngelis, “Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois,”, Illinois Education Research Council, 2008.
  • Jesse Rothstein and Nathan Wozny, “PERMANENT INCOME AND THE BLACK-WHITE TEST SCORE GAP,” NBER Working Paper 17610, 2011.
  • Will Dobbie and Roland G. Fryer, Jr, “GETTING BENEATH THE VEIL OF EFFECTIVE SCHOOLS: EVIDENCE FROM NEW YORK CITY,” NBER Working Paper 17632, 2011.
  • John P. Papay, Martin R. West, Jon B. Fullerton, and Thomas J. Kane, “DOES PRACTICE-BASED TEACHER PREPARATION INCREASE STUDENT ACHIEVEMENT? EARLY EVIDENCE FROM THE BOSTON TEACHER RESIDENCY,” NBER Working Paper 17646, 2011.
  • Raj Chetty, John N. Friedman, and Jonah E. Rockoff, “THE LONG-TERM IMPACTS OF TEACHERS: TEACHER VALUE-ADDED AND STUDENT OUTCOMES IN ADULTHOOD,” NBER Working Paper 17699, 2011.
  • Daron Acemoglu and Joshua Angrist, “How Large Are Human-Capital Externalities? Evidence from Compulsory Schooling Laws,” NBER Macroeconomics Annual, Vol. 15 (2000).
  • Roland G. Fryer, Jr, “Aligning Student, Parent, and Teacher Incentives: Evidence from Houston Public Schools,” NBER Working Paper 17752, 2012.
  • Jeffrey R. Brown and David W. Wilcox, “Discounting State and Local Pension Liabilities,” American Economic Review: Papers & Proceedings, 2009.
  • Josh Barro and Stuart Buck, “Underfunded Teacher Pension Plans: It’s Worse Than You Think,” http://www.manhattaninstitute.org/html/cr_61.htm, Manhattan Institute, April 2010.
  • Greg J. Duncan and Richard Murnane, Editors, Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances,” Russell Sage Foundation, 2011.
  • Sean F. Reardon, “The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations,” in Whither Opportunity?, Russell Sage Foundation, 2011.
  • Martha J. Bailey and Susan M. Dynarski, “GAINS AND GAPS: CHANGING INEQUALITY IN U.S. COLLEGE ENTRY AND COMPLETION,” NBER Working Paper 17633, 2011.
  • Cory Koedel, Jason A. Grissom, Shawn Ni, and Michael Podgursky, “Pension-Induced Rigidities in the Labor Market for School Leaders,” CALDER Working Paper 67, January 2012.
  • D. Mark Anderson and Mary Beth Walker, “Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week,” Montana State University, February 2012.
  • Kata Mihaly, Daniel McCaffery, Tim R. Sass, and J. R. Lockwood, “Where You Come From or Where You Go? Distinguishing Between School Quality and the Effectiveness of Teacher Preparation Program Graduates,” CALDER Working Paper 63, January 2012.
  • Li Feng and Tim R. Sass, “Teacher Quality and Teacher Mobility,” CALDER Working Paper 57, January 2011.
  • Tim R. Sass, “Certification Requirements and Teacher Quality A Comparison of Alternative Routes to Teaching,” CALDER Working Paper 64, December 2011.
  • Caroline Hall, “The Effects of Reducing Tracking in Upper Secondary School: Evidence from a Large-Scale Pilot Scheme,” Journal of Human Resources, 2012.
  • Michael Hout and Alexander Janus, “Educational Mobility in the United States Since the 1930s,” in Whither Opportunity?, Russell Sage Foundation, 2011.
  • Cory Koedel and Michael Podgursky, “Teacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality,” CALDER Working Paper 72, February 2012.
  • Dan Goldhaber and Michael Hansen, “Is It Just a Bad Class?: Assessing the Long-term Stability of Estimated Teacher Performance,” CALDER Working Paper 73, March 2012.
  • Angela L. Duckworth, Patrick D. Quinn, and Eli Tsukayama, “What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades,” Journal of Educational Psychology, December 2011.
  • Grover J. “Russ” Whitehurst and Matthew M. Chingos, “CHOOSING BLINDLY: Instructional Materials, Teacher Effectiveness, and the Common Core,” Brown Center on Education Policy at Brookings, April 2012.
  • Michael Jones, “Teacher Behavior under Performance Pay Incentives,” Department of Economics, Notre Dame, October 2011.
  • Roland G. Fryer, Jr, “Financial Incentives and Student Achievement: Evidence From Randomized Trials,” Quarterly Journal of Economics, November 2011.
  • Eric P. Bettinger, “PAYING TO LEARN: THE EFFECT OF FINANCIAL INCENTIVES ON ELEMENTARY SCHOOL TEST SCORES,” NBER Working Paper 16333.
  • Uri Gneezy, Stephan Meier, and Pedro Rey-Biel, “When and Why Incentives (Don’t) Work to Modify Behavior,” Journal of Economic Perspectives, Fall 2011.
  • Will Dobbie, “Teacher Characteristics and Student Achievement: Evidence from Teach for America,” Harvard University working paper, July 2011.
  • Leslie E. Papke and Jeffrey M. Wooldridge, “Panel data methods for fractional response variables with an application to test pass rates,” Journal of Econometrics, Vol 145, 2008.
  • Basmat Parsad and Maura Spiegelman, “Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10,” (NCES 2012–014). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. 2012.
  • Steffen Mueller, “Teacher Experience and the Class Size Effect – Experimental Evidence,” University of Erlangen-Nuremberg working paper, April 2012.
  • Timothy N. Bond and Kevin Lang, “THE EVOLUTION OF THE BLACK-WHITE TEST SCORE GAP IN GRADES K-3: THE FRAGILITY OF RESULTS,” NBER Working Paper 17960, March 2012.
  • Elizabeth U. Cascio and Douglas O. Staiger, “Knowledge, Tests, and Fadeout in Educational Interventions,” NBER Working Paper 18038, May 2012.
  • Donald J. Boyd, Hamilton Lankford, Susanna Loeb and James Wyckoff, “MEASURING TEST MEASUREMENT ERROR: A GENERAL APPROACH,” NBER Working Paper 18010, April 2012.
  • Thomas Dee, “School Turnarounds: Evidence from the 2009 Stimulus,” NBER Working Paper 17990, April 2012.
  • Marigee Bacolod, John DiNardo and Mireille Jacobson, “Beyond Incentives: Do Schools Use Accountability Rewards Productively?,” Journal of Business & Economic Statistics, January 2012.
  • Cory Koedel, Shawn Ni, and Michael Podgursky, “Who Benefits from Pension Enhancements?,” University of Missouri Working Paper WP1207, May 2012.
  • Cassandra M. Guarino, Mark D. Reckase, and Jeffrey M. Wooldridge, “Can Value-Added Measures of Teacher Performance Be Trusted?,” IZA DP No. 6602, May 2012.
  • Steven D. Levitt, John A. List, Susanne Neckermann, and Sally Sadoff, “The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance,” NBER Working Paper No. 18165, June 2012.
  • Costas Meghir, Mårten Palme, and Marieke Schnabel, “The Effect of Education Policy on Crime: An Intergenerational Perspective,” NBER Working Paper No. 18145, June 2012.
  • Charles T. Clotfelter, Helen F. Ladd, and Jacob L. Vigdor, “The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative,” NBER Working Paper No. 18161, June 2012.
  • Silke J. Forbes and Nora E. Gordon, “When Educators Are the Learners: Private Contracting by Public Schools,” NBER Working Paper No. 18185, June 2012.
  • Pedro Carneiro and Sokbae Lee, “Trends in Quality-Adjusted Skill Premia in the United States, 1960-2000,” American Economic Review,October 2011.
  • Steven D. Levitt, John A. List, and Sally Sadoff, “The Effect of Performance-Based Incentives on Educational Achievement: Evidence from a Randomized Experiment,” UCSD Working Paper, March 2011.
  • Roland G. Fryer, Jr., Steven D. Levitt, John A. List, and Sally Sadoff, “Enhancing the Efficacy of Teacher Incentives through Loss Aversion: A Field Experiment,” Harvard University Working Paper, July 2012.
  • Eric S. Taylor and John H. Tyler, “The Effect of Evaluation on Teacher Performance,” American Economic Review, forthcoming.
  • Matthew Chingos, “The impact of a universal class-size reduction policy: Evidence from Florida’s statewide mandate,” Economics of Education Review, October 2012.
  • Cory Koedel and Eric Tyhurst, “Math skills and labor-market outcomes: Evidence from a resume-based field experiment,” Economics of Education Review, Vol. 31, 2011.
  • Hyunkuk Cho, Paul Glewwe, and Melissa Whitler, “Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota’s elementary schools,” Economics of Education Review, vol. 31, 2012.
  • Susan Dynarski, Joshua M. Hyman, and Diane Whitmore Schanzenbach, “Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion,” NBER Working Paper w17533, 2011.
  • Joshua Angrist, Susan Dynarski, Thomas Kane, Parag Pathak, and Christopher Walters, “Who Benefits from KIPP?,” IZA DP No. 5690, May 2011.
  • Andrew Leigh, “Teacher pay and teacher aptitude,” Economics of Education Review, vol. 31, 2012.
  • Becky Pettit, Invisible Men, Russell Sage Foundation, 2012.
  • Kelly Bedard and Elizabeth Dhuey, “School-Entry Policies and Skill Accumulation Across Directly and Indirectly Affected Individuals,” Journal of Human Resources, vol. 47, Summer 2012.
  • Josh Kinsler, “Beyond Levels and Growth: Estimating Teacher Value-Added and its Persistence,” Journal of Human Resources, vol. 47, Summer 2012.
  • Matthew M. Chingos and Paul E. Peterson, “THE EFFECTS OF SCHOOL VOUCHERS ON COLLEGE ENROLLMENT: Experimental Evidence from New York City,” Brown Center on Education Policy, August 2012.
  • Justine S. Hastings, Christopher A. Neilson, and Seth D. Zimmerman, “The Effect of School Choice on Intrinsic Motivation and Academic Outcomes,” NBER Working Paper 18324, August 2012.
  • Ingeborg F. Solli, “Left Behind by Birth Month,” University of Stavanger Working Paper 2012/8, 2012.
  • Mariesa A. Herrmann and Jonah E. Rockoff, “Worker Absence and Productivity: Evidence from Teaching,” Journal of Labor Economics, vol. 30, October 2012.
  • James J. Heckman, John Eric Humphries, Paul A. LaFontaine, and Pedro L. Rodríguez, “Taking the Easy Way Out: How the GED Testing Program Induces Students to Drop Out,” Journal of Labor Economics, vol. 30, July 2012.
  • Cory Koedel, Eric Parsons, Michael Podgursky, and Mark Ehlert, “Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?,” University of Missouri Working Paper WP1204, July 2012.
  • Dan Goldhaber, Stephanie Liddle, and Roddy Theobald, “The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement,” CEDR Working Paper 2012-4, University of Washington, 2012.
  • Jesse Rothstein, “Teacher Quality Policy When Supply Matters,” NBER Working Paper 18419, September 2012.
  • Pasi Sahlberg, Finnish Lessons, Teachers College Press, New York, 2011.
  • OECD, PISA 2009 Results: Overcoming Social Background Equity in Learning Opportunities and Outcomes (Volume II ), 2010.
  • Scott A. Imberman and Michael F. Lovenheim, “Incentive Strength and Teacher Productivity: Evidence from a Group-Based Teacher Incentive Pay System,” NBER Working Paper 18439, October 2012.
  • MET Project, “Learning about Teaching: Initial Findings from the Measures of Effective Teaching Project,” Bill & Melinda Gates Foundation, 2010.
  • MET Project, “Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains,” Bill & Melinda Gates Foundation, 2012.
  • Richard Ingersoll and Lisa Merrill, “Seven Trends: The Transformation of the Teaching Force,” University of Pennsylvania, May 2012.
  • Steven C. McMullen and Kathryn E. Rouse, “The Impact of Year-Round Schooling on Academic Achievement: Evidence from Mandatory School Calendar Conversions,” American Economic Journal: Economic Policy Vol. 4, Issue 4 November 2012.
  • Raegen Miller and Marguerite Roza, “The Sheepskin Effect and Student Achievement De-emphasizing the Role of Master’s Degrees in Teacher Compensation,” Center for American Progress, July 2012.
  • Raegen Miller, “Teacher Absence as a Leading Indicator of Student Achievement,” Center for American Progress, November 2012.
  • “Literacy Challenges for the Twenty-First Century,” The Future of Children, Volume 22, Number 2, Fall 2012.
  • Michael Greenstone, Max Harris, Karen Li, Adam Looney, and Jeremy Patashnik, “A Dozen Economic Facts About K-12 Education,” The Hamilton Project, September 2012.
  • Kenneth Y. Chay, Jonathan Guryan, and Bhashkar Mazumder, “Birth Cohort and the Black-White Achievement Gap: The Roles of Access and Health Soon After Birth,” NBER Working Paper No. 15078, June 2009.
  • Dan Goldhaber and Joe Walch, “Strategic pay reform: A student outcomes-based evaluation of Denver’s ProComp teacher pay initiative,” Economics of Education Review Vol. 31, 2012.
  • James J. Heckman, Rodrigo Pinto, and Peter A. Savelyev, “Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes,” NBER Working Paper No. 18581, November 2012.
  • Cornman, S.Q., Young, J., Herrell, K.C. (2012). Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2009–10 (Fiscal Year 2010) (NCES 2013-305). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
  • C. Kirabo Jackson, “Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina,” NBER Working Paper No. 18624, December 2012.
  • Kristine L. West, “Are Teachers Overpaid or Overworked? New Measures of Market Hours,” St. Catherine University working paper, 2012.
  • Martin Carnoy and Richard Rothstein, “What Do International Tests Really Show About U.S. Student Performance?,” Economic Policy Institute, January 2013.
  • Maria D. Fitzpatrick and Michael F. Lovenheim, “Early Retirement Incentives and Student Achievement,” Cornell University Working Paper, October 2012.
  • David N. Figlio, “Teacher salaries and teacher quality,” Economics Letters, vol 55, 1997.
  • Cory Koedel, Rebecca Leatherman, and Eric Parsons, “Test Measurement Error and Inference from Value-Added Models,” The B.E. Journal of Economic Analysis & Policy, vol 12, 2012.
  • American Association of Colleges for Teacher Education, “The Changing Teacher Preparation Profession: A Report from AACTE’s Professional Education Data System (PEDS),” 2013.
  • Richard J. Murnane, “U.S. High School Graduation Rates: Patterns and Explanations,” NBER Working Paper 18701, January 2013.
  • Courtney A. Collins and Li Gan, “Does Sorting Students Improve Scores? An Analysis of Class Composition,” NBER Working Paper 18848, February 2013.
  • Mary A. Burke and Tim R. Sass, “Classroom Peer Effects and Student Achievement,” Journal of Labor Economics, January 2013.
  • Matthew M. Chingos, “Class Size and Student Outcomes: Research and Policy Implications,” Journal of Policy Analysis and Management, forthcoming.
  • Byron Auguste, Paul Kihn, Matt Miller, “Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching: An international and market research-based perspective,” McKinsey & Company, September 2010.
  • Herbert M. Turner, David Goodman, Eishi Adachi, Jessica Brite, and Lauren E. Decker, “Evaluation of Teach For America in Texas Schools,” Edvance Research, December 2012.
  • Demetra Kalogrides, Susanna Loeb, and Tara Béteille, “Systematic Sorting: Teacher Characteristics and Class Assignments,” Sociology of Education, April 2013.
  • Thomas Dee, “School Turnarounds: Evidence from the 2009 Stimulus,” NBER Working Paper 17990, April 2012.
  • Cecilia Elena Rouse, Jane Hannaway, Dan Goldhaber, and David Figlio, “Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure,” American Economic Journal: Economic Policy May 2013.
  • Julie Berry Cullen, Steven D. Levitt, Erin Robertson, and Sally Sadoff,” Journal of Economic Perspectives, Spring 2013.
  • David Card and A. Abigail Payne,“School Finance Reform, the Distribution of
    School Spending, and the Distribution of Student Test Scores,” Journal of Public Economics, January 2002.
  • Roland Fryer and Lawrence Katz, “Achieving Escape Velocity: Neighborhood and School Interventions to Reduce Persistent Inequality,” American Economic Review Papers and Proceedings, May 2013.
  • Jens Ludwig, Greg J. Duncan, Lisa A. Gennetian, Lawrence F. Katz, Ronald C. Kessler, Jeffrey R. Kling, and Lisa Sanbonmatsu, “Long-Term Neighborhood Effects on Low-Income Families: Evidence from Moving to Opportunity,” NBER Working Paper 18772, April 2013.
  • Roland G. Fryer, Jr., “Teacher Incentives and Student Achievement: Evidence from New York City Public Schools,” Harvard University Working Paper, November 2011.
  • Matthew G. Springer, John F. Pane, Vi-Nhuan Le, Daniel F. McCaffrey, Susan Freeman Burns, Laura S. Hamilton and Brian Stecher, “Team Pay for Performance: Experimental Evidence From the Round Rock Pilot Project on Team Incentives,” Educational Evaluation and Policy Analysis, December 2012.
  • Michael T. Nettles, Linda H. Scatton, Jonathan H. Steinberg, and Linda L. Tyler, “Performance and Passing Rate Differences of African American and White Prospective Teachers on Praxis(TM) Examinations,” Research Report ETS RR-11-08, Educational Testing Service, 2011.
  • Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein, Julia Koppich, Nidhi Kalra, Catherine DiMartino, and Art (Xiao) Peng, A big apple for educators : New York City’s experiment with schoolwide performance bonuses: final evaluation report, Rand, 2011.
  • Scott E. Carrell and Bruce Sacerdote, “Late Interventions Matter Too: The Case of College Coaching New Hampshire,” NBER Working Paper 19031, May 2013.
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