The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students' areas of need and to design lesson plans responsive to those needs. Before the intervention began, the researchers pre-selected four...

This article investigates the biases involved in estimating the effects of teacher attributes on school’s performance. The study was performed for Chilean educational system, where student distribution is differentiated by schools and teachers are not randomly assigned to them. Findings showed...

This paper takes advantage of the Taiwan Assessment of Student Achievement data set to empirically evaluate whether the test score differentials between pupils with immigrant and native mothers are substantial across subjects, grades and years. Our results show that there exist test score...

This study addresses the phenomenon of permanence for long years of low performance (urban) schools, measured by SIMCE. We also analyze mobility of students to other schools of same or better quality. The results show that student's mobility rates in these schools is almost 11%. Almost 30% of...

Although previous research has shown that homework improves students' academic achievement, the majority of these studies use data on students' homework time from retrospective questionnaires, which are less accurate than time-diary data. However, most time-diary data sets do not contain outcome...

We develop and estimate a joint model of the education and teacher-expectation production functions that identifies both the distribution of biases in teacher expectations and the impact of those biases on student outcomes via self-fulfilling prophecies. The identification strategy leverages...

University fees have recently trebled in England, prompting fears that young people may be put off from participating in higher education. We investigate students' knowledge and their receptiveness to information campaigns about the costs and benefits of staying on in education. We compare the...

Whether or not value-added models should control for contemporaneous student absences is theoretically ambiguous, as such absences are only partly outside of teachers' control. Teachers often feel strongly that value-added models should account for student attendance, and many districts'...

Representative bureaucracy theory is central to public administration scholarship due to the likely relationship between the demographic composition of the public workforce and both the actual and perceived performance of public organizations. Primary school classrooms provide an ideal context...

Previous research shows that ethnic minority students perform poorer in school when they are taught by ethnic majority teachers. Why this is the case was unclear. This paper focuses on one important potential explanation: I examine whether ethnic majority teachers grade minority and majority...