The Experts below are selected from a list of 297 Experts worldwide ranked by ideXlab platform
Roland G Fryer - One of the best experts on this subject based on the ideXlab platform.
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injecting charter school best practices into traditional Public Schools evidence from field experiments
Quarterly Journal of Economics, 2014Co-Authors: Roland G FryerAbstract:This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter Schools into low-performing, traditional Public Schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter Schools into traditional Houston Public Schools significantly increases student math achievement in treated elementary and secondary Schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for Public Schools in a field experiment in Denver and program in Chicago. JEL Codes: I21, I24, I28, J24.
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teacher incentives and student achievement evidence from new york city Public Schools
Journal of Labor Economics, 2013Co-Authors: Roland G FryerAbstract:As global policy makers and school leaders look for ways to improve student performance, financial incentives programs for teachers have become increasingly popular. This article describes a school-based randomized trial in over 200 New York City Public Schools designed to better understand the impact of teacher incentives. I find no evidence that teacher incentives increase student performance, attendance, or graduation, nor do I find evidence that these incentives change student or teacher behavior. If anything, teacher incentives may decrease student achievement, especially in larger Schools. The article concludes with a speculative discussion of theories to explain these stark results.
Jonathan Guryan - One of the best experts on this subject based on the ideXlab platform.
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the impact of internet subsidies in Public Schools
The Review of Economics and Statistics, 2006Co-Authors: Austan Goolsbee, Jonathan GuryanAbstract:In an effort to alleviate the perceived growth of a digital divide, the U.S. government enacted a major subsidy for Internet and communications investment in Schools starting in 1998. In this paper, we evaluate the effect of the subsidy-known as the E-Rate-on Internet investment in California Public Schools. The program subsidized spending by 20%-90%, depending on school characteristics. Using new data on school technology usage in every school in California from 1996 to 2000 as well as application data from the E-Rate program, the results indicate that the subsidy did succeed in significantly increasing Internet investment. The implied first-dollar price elasticity of demand for Internet investment is between - 0.4 and - 1.1 and the greatest sensitivity is seen among urban Schools and Schools with large black and Hispanic student populations. Rural and predominantly white and Asian Schools show much less sensitivity. Overall, by the final year of the sample, there were approximately 68% more Internet-connected classrooms per teacher than there would have been without the subsidy. Using a variety of test score results, however, we do not find significant effects of the E-Rate program, at least so far, on student performance. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.
Austan Goolsbee - One of the best experts on this subject based on the ideXlab platform.
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the impact of internet subsidies in Public Schools
The Review of Economics and Statistics, 2006Co-Authors: Austan Goolsbee, Jonathan GuryanAbstract:In an effort to alleviate the perceived growth of a digital divide, the U.S. government enacted a major subsidy for Internet and communications investment in Schools starting in 1998. In this paper, we evaluate the effect of the subsidy-known as the E-Rate-on Internet investment in California Public Schools. The program subsidized spending by 20%-90%, depending on school characteristics. Using new data on school technology usage in every school in California from 1996 to 2000 as well as application data from the E-Rate program, the results indicate that the subsidy did succeed in significantly increasing Internet investment. The implied first-dollar price elasticity of demand for Internet investment is between - 0.4 and - 1.1 and the greatest sensitivity is seen among urban Schools and Schools with large black and Hispanic student populations. Rural and predominantly white and Asian Schools show much less sensitivity. Overall, by the final year of the sample, there were approximately 68% more Internet-connected classrooms per teacher than there would have been without the subsidy. Using a variety of test score results, however, we do not find significant effects of the E-Rate program, at least so far, on student performance. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.
Caroline M Hoxby - One of the best experts on this subject based on the ideXlab platform.
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does competition among Public Schools benefit students and taxpayers
The American Economic Review, 2000Co-Authors: Caroline M HoxbyAbstract:Many school choice proposals would enable parents to choose among Public school districts in their area, though not among private Schools. Theory predicts three reactions to easier choice among Public Schools: increased sorting of students and parents among Schools; easier choice will encourage competition among Schools, forcing them into higher productivity (better student performance per input); easier choice among Public Schools will give parents less incentive to send their children to private Schools. I examine easing choice among Public Schools using exogenous variation in the concentration of Public school districts in metropolitan areas measured by a Herfindahl index on enrollment shares. The exogenous variation is generated by topography: I derive instruments for concentration from natural boundaries (rivers) that partially determine district size. I find evidence that easier choice leads to greater productivity. Areas with greater opportunities for choice among Public Schools have lower per-pupil spending, lower teacher salaries, and larger classes. The same areas have better average student performance, as measured by students' educational attainment, wages, and test scores. Performance improvements are concentrated among white non-Hispanics, males, and students who have a parent with at least a high school degree. However, student performance is not worse among Hispanics,African-Americans, females, or students who do not have a parent with a high school degree.Also, student performance improves at both ends of the educational attainment distribution and test score distribution.
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do private Schools provide competition for Public Schools
National Bureau of Economic Research, 1994Co-Authors: Caroline M HoxbyAbstract:Arguments in favor of school choice depend on the idea that competition between Schools improves the quality of education. However, we have almost no empirical evidence on whether competition actually affects school quality. In this study, I examine the effects of inter-school competition on Public Schools by using exogenous variation in the availability and costs of private school alternatives to Public Schools. Because low Public school quality raises the demand for private Schools as substitutes for Public Schools, we cannot simply compare Public school students' outcomes in areas with and without substantial private school enrollment. Such simple comparisons confound the effect of greater private school competitiveness with the increased demand for private Schools where the Public Schools are poor in quality. I derive instruments for private school competition from the fact that it is less expensive and difficult to set up religious Schools, which accounts for 9 out of 10 private school students in the U.S., in areas densely populated by members of the affiliated religion. I find that greater private school competitiveness significantly raises the quality of Public Schools, as measured by the educational attainment, wages, and high school graduation rates of Public school students. In addition, I find some evidence that Public Schools react to greater competitiveness of private Schools by paying higher teacher salaries.
Eugenia Froedge Toma - One of the best experts on this subject based on the ideXlab platform.
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peer effects in private and Public Schools across countries
Journal of Policy Analysis and Management, 2000Co-Authors: Ron Zimmer, Eugenia Froedge TomaAbstract:Many argue that the composition of a school or classroom-that is, the characteristics of the students themselves-affect the educational attainment of an individual student. This influence of the students in a classroom is often referred to as a peer effect. There have been few systematic studies that empirically examine the peer effect in the educational process. In this research, we examine the peer effect with a unique data set that includes individual student achievement scores and comprehensive characteristics of the students' families, teachers, other school characteristics, and peers for five countries. The data allow an examination of peer effects in both private and Public Schools in all countries. Our analysis indicates that peer effects are a significant determinant of educational achievement; the effects of peers appear to be greater for low-ability students than for high-ability students. The finding is robust across countries but not robust across school type. © 2000 by the Association for Public Policy Analysis and Management.
