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The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results : Evidence from Project STAR
Krueger, Alan - 2000
This paper provides a long-term follow-up of students who participated in the Tennessee STAR experiment. The Tennessee STAR experiment randomly assigned 11,600 elementary school students and their teachers to a small class, regular-size class or regular-size class with a teacher-aide. The...
Persistent link: https://www.econbiz.de/10012471111
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New Evidence on Classroom Computers and Pupil Learning
Angrist, Joshua - 1999
The question of how technology affects learning has been at the center of recent debates over educational inputs. In 1994, the Israeli State Lottery sponsored the installation of computers in many elementary and middle schools. This program provides an opportunity to estimate the impact of...
Persistent link: https://www.econbiz.de/10012471357
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Why Does Education Increase Voting? Evidence from Boston's Charter Schools
Cohodes, Sarah; Feigenbaum, James J. - National Bureau of Economic Research - 2021
In the United States, people with more education vote more. But, we know little about why education increases political … participation or whether higher-quality education increases civic participation. We study applicants to Boston charter schools … students' noncognitive skills and by politicizing families who participate in charter school education …
Persistent link: https://www.econbiz.de/10012629528
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New Schools and New Classmates : The Disruption and Peer Group Effects of School Reassignment
Hill, Darryl V.; Hughes, Rodney P.; Lenard, Matthew A.; … - National Bureau of Economic Research - 2022
Policy makers periodically consider using student assignment policies to improve educational outcomes by altering the socio-economic and academic skill composition of schools. We exploit the quasi-random reassignment of students across schools in the Wake County Public School System to estimate...
Persistent link: https://www.econbiz.de/10013210113
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Charter School Practices and Student Selection : An Equilibrium Analysis
Epple, Dennis N.; Martínez-Mora, Francisco; Romano, … - National Bureau of Economic Research - 2021
We model charter school entry and choice of educational practices. Student achievement depends on cognitive ability, motivation, effort, and match of school curriculum to ability. Exercising charter school autonomy over curriculum, to maximize achievement gains, the charter sets curriculum to...
Persistent link: https://www.econbiz.de/10012794557
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The Long-Term Impacts of Girl-Friendly Schools : Evidence from the BRIGHT School Construction Program in Burkina Faso
Ingwersen, Nicholas - 2019
We evaluate the long-term effects of a "girl-friendly" primary school program in Burkina Faso, using a regression discontinuity design. Ten years later, primary school-age children in villages selected for the program attend school more often and score significantly higher on standardized tests....
Persistent link: https://www.econbiz.de/10012479943
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The Medium-Term Impacts of Girl-Friendly Schools : Seven-Year Evidence from School Construction in Burkina Faso
Kazianga, Harounan - 2019
We evaluate the long-term effect of a "girl-friendly" primary school program in Burkina Faso, using a regression discontinuity design. The intervention consisted of upgrading existing three-classroom schools to six-classroom schools to accommodate more grades. After seven years, the program...
Persistent link: https://www.econbiz.de/10012479955
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Educator Incentives and Educational Triage in Rural Primary Schools
Gilligan, Daniel O. - 2018
consistent with the hypothesis that teacher effort and books are complements in education production …
Persistent link: https://www.econbiz.de/10012480566
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Fiscal and Education Spillovers from Charter School Expansion
Ridley, Matthew - 2018
The fiscal and educational consequences of charter expansion for non-charter students are central issues in the debate over charter schools. Do charter schools drain resources and high-achieving peers from non-charter schools? This paper answers these questions using an empirical strategy that...
Persistent link: https://www.econbiz.de/10012480721
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Teacher-to-Classroom Assignment and Student Achievement
Graham, Bryan S. - 2020
We study the effects of counterfactual teacher-to-classroom assignments on average student achievement in elementary and middle schools in the US. We use the Measures of Effective Teaching (MET) experiment to semiparametrically identify the average reallocation effects (AREs) of such...
Persistent link: https://www.econbiz.de/10012481398