Showing 1 - 8 of 8
This paper attempts to reconcile the contradictory results found in the economics literature and the educational psychology literature with respect to the academic impact of gender dynamics in the classroom. Specifically, using data from a randomized experiment, we look at the effects of having...
Persistent link: https://www.econbiz.de/10010286895
This paper attempts to reconcile the contradictory results found in the economics literature and the educational psychology literature with respect to the academic impact of gender dynamics in the classroom. Specifically, using data from a randomized experiment, we look at the effects of having...
Persistent link: https://www.econbiz.de/10009534912
Persistent link: https://www.econbiz.de/10010514523
Using data from a randomized experiment and fixed effect quantile regression (FEQR), we look at the effects of having a TFA teacher on test scores across the entire achievement distribution of primary school students in disadvantaged neighborhoods. While we find that TFA teachers neither help...
Persistent link: https://www.econbiz.de/10009727763
Persistent link: https://www.econbiz.de/10010363720
We examine the effect of peer achievement on students' own achievement and teacher performance in primary schools in disadvantaged neighborhoods using data from a well-executed randomized experiment in seven states. Contrary to the existing literature, we find that the average classroom peer...
Persistent link: https://www.econbiz.de/10010201680
This paper attempts to reconcile the contradictory results found in the economics literature and the educational psychology literature with respect to the academic impact of gender dynamics in the classroom. Specifically, using data from a randomized experiment, we look at the effects of having...
Persistent link: https://www.econbiz.de/10013107716
Using data from a randomized experiment and fixed effect quantile regression (FEQR), we look at the effects of having a TFA teacher on test scores across the entire achievement distribution of primary school students in disadvantaged neighborhoods. While we find that TFA teachers neither help...
Persistent link: https://www.econbiz.de/10013084141