We use administrative data on North Carolina public schools to document the tendency for more highly qualified teachers to be matched with more advantaged students, and we measure the bias this pattern generates in estimates of the impacts of various teacher qualifications on student...

Using administrative data on public school students in North Carolina, we find that sixth grade students attending middle schools are much more likely to be cited for discipline problems than those attending elementary school. That difference remains after adjusting for the socioeconomic and...

We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed...