Harlem Children's Zone (HCZ), which combines community investments with reform minded charter schools, is one of the … eliminate the achievement gap or whether the issues that poor children bring to school are too much for educators alone to … overcome. Both lottery and instrumental variable identification strategies lead us to the same story: Harlem Children's Zone is …

almost 60 years, for both the affected cohorts and for their children. To do this, we exploit a natural experiment provided … faced by immigrant children were not correlated with other factors that affected the long-term outcomes of individuals. We … locality of residence was a Yemenite enclave. We find that children who were placed in a better environment (i.e. with better …

ability distribution drive the impact of peer quality on students‟ achievements. To do so, we use census data for four cohorts … of pupils taking their age-14 national tests, and measure students‟ ability by their prior achievements at age-11. We …

This paper describes a field experiment in Oklahoma City Public Schools in which students were provided with free … cellular phones and daily information about the link between human capital and future outcomes via text message. Students …' reported beliefs about the relationship between education and outcomes were influenced by treatment, and treatment students …

be more effective because students do not know the educational production function, and thus have little clue how to turn …

targeted disadvantaged students in Israel. I show that the program led to significant gains in post-secondary education … universities. Free school choice increased also earnings at adulthood of treated students. Male students had much larger … improvements in college schooling and labor market outcomes. Female students, however, experienced higher increases in marriage and …

one agent (students) for various inputs in the education production function (i.e. attendance, behavior, interim … assessments, homework, and uniforms). In Houston, TX, incentives were "vertical" - provided to multiple agents (parents, teachers …, and students) for a single input (math objectives). On outcomes for which we provided direct incentives, there were large …