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Teacher credentials and student achievement in high school : a cross-subjet analysis with student fixed effects

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. - In: Journal of human resources : JHR 45 (2010) 3, pp. 655-681

Persistent link: https://www.econbiz.de/10008729486

Teacher credentials and student achievement in high school : a cross-subject analysis with student fixed effects

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. - 2007

Persistent link: https://www.econbiz.de/10003604265

Teacher credentials and student achievement : longitudinal analysis with student fixed effects

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jabob L. - In: Economics of education review 26 (2007) 6, pp. 673-682

Persistent link: https://www.econbiz.de/10003611763

Are teacher absences worth worrying about in the US?

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. - 2007

Persistent link: https://www.econbiz.de/10003613472

Scaling the digital divide : home computer technology and student achievement

Vigdor, Jacob L.; Ladd, Helen F. - 2010

Persistent link: https://www.econbiz.de/10003981378

Status versus growth : the distributional effects of school accountability policies

Ladd, Helen F.; Lauen, Douglas L. - In: Journal of policy analysis and management : the journal … 29 (2010) 3, pp. 426-450

Persistent link: https://www.econbiz.de/10003984061

The aftermath of accelerating algebra : evidence from district policy initiatives

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. - In: Journal of human resources : JHR 50 (2015) 1, pp. 159-188

Persistent link: https://www.econbiz.de/10010514454

Scaling the digital divide : home computer technology and student achievement

Vigdor, Jacob L.; Ladd, Helen F.; Martinez, Erika - In: Economic inquiry : journal of the Western Economic … 52 (2014) 3, pp. 1103-1119

Persistent link: https://www.econbiz.de/10010468361

The aftermath of accelerating algebra : evidence from a district policy initiative

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. - 2012

Persistent link: https://www.econbiz.de/10009561434

The Aftermath of Accelerating Algebra : Evidence from a District Policy Initiative

Clotfelter, Charles T. - 2012

In 2002/03, the Charlotte-Mecklenburg Schools in North Carolina initiated a broad program of accelerating entry into algebra coursework. The proportion of moderately-performing students taking algebra in 8th grade increased from half to 85%, then reverted to baseline levels, in the span of just...

Persistent link: https://www.econbiz.de/10013104983