Community traumatic events such as mass shootings, terrorist attacks, and natural or man-made disasters have the potential to disrupt student learning in numerous ways. For example, these events can reduce instructional time by causing teacher and student absences, school closures, and...

Workers learn on the job from both repetition and peers. Less understood is how specific types of experience and peer characteristics affect on-the-job learning. This likely differs by context (e.g., occupation, tasks, or roles). Absent such knowledge, it is unclear how to optimally assign...

The burnout, stress, and work-life balance challenges faced by teachers have received renewed interest due to the myriad disruptions and changes to K-12 schooling brought about by the COVID-19 pandemic. However, even prior to the pandemic relatively little was known about teachers' time use...

Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are relatively...

Teachers affect a wide range of students' educational and social outcomes, but how they contribute to students' involvement in school discipline is less understood. We estimate the impact of teacher demographics and other observed qualifications on students' likelihood of receiving a...

Mounting evidence supporting the advantages of a diverse teacher workforce prompts policymakers to scrutinize existing recruitment pathways. Following four cohorts of Maryland public high-school students over 12 years reveals several insights. Early barriers require timely interventions, aiding...

Local teacher recruitment through "grow-your-own" programs is a prominent strategy to address workforce shortages and ensure that incoming teachers resemble, understand, and have strong connections to their communities. We exploit the staggered rollout of the Teacher Academy of Maryland career...

The 2001 No Child Left Behind Act (NCLB) increased accountability pressure in U.S. public schools by threatening to impose sanctions on Title-1 schools that failed to make Adequate Yearly Progress (AYP) in consecutive years. Difference-in-difference estimates of the effect of failing AYP in the...

Teachers are an important source of information for traditionally disadvantaged students. However, little is known about how teachers form expectations and whether their expectations are systematically biased. We investigate whether student-teacher demographic mismatch affects high school...

Recent research exploits a variety of natural experiments that create exogenous variation in annual school days to estimate the average effect of formal schooling on students' academic achievement. However, the extant literature's focus on average effects masks potentially important variation in...