We analyze teacher experience as a moderating factor for the effect of class size reduction on student achievement in the early grades using data from the Tennessee STAR experiment with random assignment of teachers and students to classes of different size. The analysis is motivated by the high...

Lack of adequate childcare is a main reason women cite for not participating in the labor force. We investigate the effect of a reform that lengthened school schedules from half to full days in Chile - essentially providing zero-cost childcare - on different maternal labor participation...

We analyze teacher experience as a moderating factor for the effect of class size reduction on student achievement in the early grades using data from the Tennessee STAR experiment with random assignment of teachers and students to classes of different size. The analysis is motivated by the high...

Lack of adequate childcare is a main reason women cite for not participating in the labor force. We investigate the effect of a reform that lengthened school schedules from half to full days in Chile - essentially providing zero-cost childcare - on different maternal labor participation...

Lack of adequate childcare is a main reason women cite for not participating in the labor force. We investigate the effect of a reform that lengthened school schedules from half to full days in Chile – essentially providing zero-cost childcare – on different maternal labor participation...

It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of...

Improving the quality of instruction is a central component to virtually all proposals to raise school quality. Unfortunately, policy recommendations often ignore existing evidence about teacher labor markets and the determinants of teacher effectiveness in the classroom. This chapter reviews...

Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of which...

Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of which...

We analyze teacher experience as a moderating factor for the effect of class size reduction on student achievement in the early grades using data from the Tennessee STAR experiment with random assignment of teachers and students to classes of different size. The analysis is motivated by the high...