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Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers

Grissom, Jason A.; Reininger, Michelle - In: Education Finance and Policy 7 (2012) September, pp. 425-454

Education Finance and Policy …

Persistent link: https://www.econbiz.de/10010575670

The Scope for Promoting Equal Opportunity in Education: Evidence from the Kibbutz

Justman, Moshe; Gilboa, Yaakov - In: Education Finance and Policy 7 (2012) September, pp. 489-515

importance of non-pecuniary channels of parental influence on education and provides an informative reference point on the … practical scope for reducing origin dependence in education through public policy. © 2012 Association for Education Finance and …

Persistent link: https://www.econbiz.de/10010575672

Effective Schools: Teacher Hiring, Assignment, Development, and Retention

Loeb, Susanna; Kalogrides, Demetra; Béteille, Tara - In: Education Finance and Policy 7 (2012) July, pp. 269-304

Persistent link: https://www.econbiz.de/10010835601

The Value of Experiments in Education

Whitehurst, Grover J. - In: Education Finance and Policy 7 (2012) March, pp. 107-123

same tools of thought and action are no less critical to the advance of education than to medicine, agriculture, psychology …, or transportation. There has been impressive growth in the use of experimental methods in education over the past decade … examining the impact of their policies and practices; better preservice training for education practitioners in the logic and …

Persistent link: https://www.econbiz.de/10010559574

Random Assignment within Schools: Lessons Learned from the Teach for America Experiment

Glazerman, Steven - In: Education Finance and Policy 7 (2012) March, pp. 124-142

Randomized trials are a common way to provide rigorous evidence on the impacts of education programs. This article … rewarding in terms of generating useful evidence for policy. © 2012 Association for Education Finance and Policy …

Persistent link: https://www.econbiz.de/10010559612

Can Value-Added Measures of Teacher Performance Be Trusted?

Guarino, Cassandra M.; Reckase, Mark D.; Woolrdige, … - In: Education Finance and Policy 10 (2014) 1, pp. 117-156

We investigate whether commonly used value-added estimation strategies produce accurate estimates of teacher effects under a variety of scenarios. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment...

Persistent link: https://www.econbiz.de/10011167108

How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day

Kraft, Matthew A. - In: Education Finance and Policy 10 (2014) 1, pp. 81-116

Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two...

Persistent link: https://www.econbiz.de/10011167110

Which Teachers Choose a Defined Contribution Pension Plan? Evidence from the Florida Retirement System

Chingos, Matthew M.; West, Martin R. - In: Education Finance and Policy 10 (2015) 2, pp. 193-222

lower among special education teachers and especially among black and Hispanic teachers. There was only a slight … roughly 2 percentage points less likely to choose the DC option. Â© 2015 Association for Education Finance and Policy …

Persistent link: https://www.econbiz.de/10011212531

Do Study Abroad Programs Enhance the Employability of Graduates?

Pietro, Giorgio Di - In: Education Finance and Policy 10 (2015) 2, pp. 223-243

Persistent link: https://www.econbiz.de/10011212532

Messengers of Bad News or Bad Apples? Student Debt and College Accountability

Darolia, Rajeev - In: Education Finance and Policy 10 (2015) 2, pp. 277-299

Persistent link: https://www.econbiz.de/10011212533