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The Dallas school accountability and incentive program : an evaluation of its impacts on student outcomes

Ladd, Helen F. - In: Economics of education review 18 (1999) 1, pp. 1-16

Persistent link: https://www.econbiz.de/10001253113

Would higher salaries keep teachers in high-poverty schools? : evidence from a policy intervention in North Carolina

Clotfelter, Charles T.; Glennie, Elizabeth; Ladd, Helen F. - In: Journal of public economics 92 (2008) 5/6, pp. 1352-1370

Persistent link: https://www.econbiz.de/10003718196

Would higher salaries keep teachers in high-poverty schools? : Evidence from a policy intervention in North Carolina

Clotfelter, Charles T.; Glennie, Elizabeth; Ladd, Helen F. - 2006

Persistent link: https://www.econbiz.de/10003336346

Public school choice and integration : evidence from Durham, North Carolina

Bifulco, Robert (contributor); Ladd, Helen F. (contributor); … - 2007

Persistent link: https://www.econbiz.de/10003620495

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

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

Federal oversight, local control, and the specter of "resegregation" in Southern schools

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. - 2005

Persistent link: https://www.econbiz.de/10002619190

Implementing value-added measures of school effectiveness : getting the incentives right

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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