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This paper examines the effects of policies that increase the number of students who take the first course in algebra in 8th grade, rather than waiting until 9th grade. Extending previous research that focused on the Charlotte-Mecklenberg school system, we use data for the 10 largest districts...
Persistent link: https://www.econbiz.de/10013096128
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
Does differential access to computer technology at home compound the educational disparities between rich and poor? Would a program of government provision of computers to early secondary school students reduce these disparities? We use administrative data on North Carolina public school...
Persistent link: https://www.econbiz.de/10013069740
College attendance and completion in the U.S. are strongly correlated with race and socioeconomic background. Do public postsecondary institutions themselves exacerbate pre-college disparities, or reduce them? We address this question using longitudinal data linking the records of students at...
Persistent link: https://www.econbiz.de/10013015093
We explore the effects of a statewide policy change that increased the number of high school math courses required for admission to any of North Carolina's 15 public four-year institutions. Using administrative data on cohorts of 8th grade students from 1999 to 2006, we document and exploit...
Persistent link: https://www.econbiz.de/10013000511
Using detailed data from North Carolina, we examine the frequency, incidence, and consequences of teacher absences in public schools, as well as the impact of an absence disincentive policy. The incidence of teacher absences is regressive: schools in the poorest quartile averaged almost one...
Persistent link: https://www.econbiz.de/10012773217
We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed...
Persistent link: https://www.econbiz.de/10012759671