We use a variant of the Implicit Association Test (IAT) to examine individuals' implicit attitudes towards various ethnic groups. Using a population from the Democratic Republic of Congo, we find that the IAT measures show evidence of an implicit bias in favor of one's own ethnicity. Individuals...

Evidence from social psychology suggests that agents process information about their own ability in a biased manner. This evidence has motivated exciting research in behavioral economics, but has also garnered critics who point out that it is potentially consistent with standard Bayesian...

Social identities prescribe behaviors for people. We identify the marginal behavioral effect of these norms on discount rates and risk aversion by measuring how laboratory subjects' choices change when an aspect of social identity is made salient. When we make ethnic identity salient to...

To analyze the effect of health on work, many studies use a simple self-assessed health measure based upon a question such as "do you have an impairment or health problem limiting the kind or amount of work you can do?" A possible drawback of such a measure is the possibility that different...

Conventional value-added models (VAMs) compare average test scores across schools after regression-adjusting for students' demographic characteristics and previous scores. This paper tests for VAM bias using a procedure that asks whether VAM estimates accurately predict the achievement...

Value-added models (VAMs) are increasingly used to measure school effectiveness. Yet random variation in school attendance is necessary to test the validity of VAMs, and to guide the selection of models for measuring causal effects of schools. In this paper, I use random assignment from a public...

This paper presents the first causal evidence on the effects of school accountability systems on teacher labor markets. We exploit a 2002 change in Florida's school accountability system that exogenously shocked some schools to higher accountability grades and others to lower accountability...

In November of 2007, the New York City Department of Education assigned elementary and middle schools a letter grade (A to F) under a new accountability system. Grades were based on numeric scores derived from student achievement and other school environmental factors such as attendance, and...