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The Effect of High School Exit Exams on Graduation, Employment, Wages and Incarceration

Lang, Kevin; Baker, Olesya - National Bureau of Economic Research (NBER) - 2013

We evaluate the effects of high school exit exams on high school graduation, incarceration, employment and wages. We construct a state/graduation-cohort dataset using the Current Population Survey, Census and information on exit exams. We find relatively modest effects of high school exit exams...

Persistent link: https://www.econbiz.de/10010671798

U.S High School Graduation Rates: Patterns and Explanations

Murnane, Richard J. - National Bureau of Economic Research (NBER) - 2013

I survey the evidence on patterns in U.S. high school graduation rates over the period 1970-2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking...

Persistent link: https://www.econbiz.de/10011095620

Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations

Murnane, Richard J.; Ganimian, Alejandro J. - National Bureau of Economic Research (NBER) - 2014

This paper describes four lessons derived from 115 rigorous impact evaluations of educational initiatives in 33 low- and middle-income countries. First, reducing the costs of going to school and providing alternatives to traditional public schools increase attendance and attainment, but do not...

Persistent link: https://www.econbiz.de/10010950949

The Black-White Education-Scaled Test-Score Gap in Grades K-7

Lang, Kevin; Bond, Timothy N. - National Bureau of Economic Research (NBER) - 2013

We address the ordinality of test scores by rescaling them by the average eventual educational attainment of students with a given test score in a given grade. We show that measurement error in test scores causes this approach to underestimate the black-white test score gap and use an...

Persistent link: https://www.econbiz.de/10010678467

The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results

Lang, Kevin; Bond, Timothy N. - National Bureau of Economic Research (NBER) - 2012

Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study and the Children of the National Longitudinal Survey, we examine the effect of order-preserving scale transformations...

Persistent link: https://www.econbiz.de/10011188570

Income-based Inequality in Educational Outcomes: Learning from State Longitudinal Data Systems

Murnane, Richard J.; Papay, John P.; Willett, John B. - National Bureau of Economic Research (NBER) - 2014

We report results from our long-standing research partnership with the Massachusetts Department of Elementary and Secondary Education. We make two primary contributions. First, we illustrate the wide range of informative analyses that can be conducted using a state longitudinal data system and...

Persistent link: https://www.econbiz.de/10011119799

High-School Exit Examinations and the Schooling Decisions of Teenagers: A Multi-Dimensional Regression-Discontinuity Analysis

Murnane, Richard J.; Papay, John P.; Willett, John B. - National Bureau of Economic Research (NBER) - 2011

We ask whether failing one or more of the state-mandated high-school exit examinations affects whether students graduate from high school. Using a new multi-dimensional regression-discontinuity approach, we examine simultaneously scores on mathematics and English language arts tests. Barely...

Persistent link: https://www.econbiz.de/10009652899

Who Benefits from Obtaining a GED? Evidence from High School and Beyond

Murnane, Richard J.; Tyler, John H.; Willett, John B. - National Bureau of Economic Research (NBER) - 1999

This paper examines the value of the GED credential and the conventional high school diploma in explaining the earnings of 27-year-old males in the early 1990s. The data base is the High School & Beyond sophomore cohort. We replicate the basic findings of prior studies that implicitly assume the...

Persistent link: https://www.econbiz.de/10005714718

The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel

Lang, Kevin; Siniver, Erez - National Bureau of Economic Research (NBER) - 2006

We use a unique sample of Russian immigrants and natives in Israel to examine the return to English knowledge. In cross …-section estimates there is a significant return to English knowledge for both immigrants and natives with high levels of education … explained by factors other than language acquisition. These results are confirmed using panel data on wages and knowledge of …

Persistent link: https://www.econbiz.de/10005829413

School Entry, Educational Attainment and Quarter of Birth: A Cautionary Tale of LATE

Lang, Kevin; Barua, Rashmi - National Bureau of Economic Research (NBER) - 2009

Partly in response to increased testing and accountability, states and districts have been raising the minimum school entry age, but existing studies show mixed results regarding the effects of entry age. These studies may be severely biased because they violate the monotonicity assumption...

Persistent link: https://www.econbiz.de/10005037670