CURRICULUM VITAE Thomas J. Kane Office Address: Harvard
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Artificial Intelligence, Automation, and Work
Artificial Intelligence, Automation, and Work The Economics of Artifi cial Intelligence National Bureau of Economic Research Conference Report The Economics of Artifi cial Intelligence: An Agenda Edited by Ajay Agrawal, Joshua Gans, and Avi Goldfarb The University of Chicago Press Chicago and London The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2019 by the National Bureau of Economic Research, Inc. All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission, except in the case of brief quotations in critical articles and reviews. For more information, contact the University of Chicago Press, 1427 E. 60th St., Chicago, IL 60637. Published 2019 Printed in the United States of America 28 27 26 25 24 23 22 21 20 19 1 2 3 4 5 ISBN-13: 978-0-226-61333-8 (cloth) ISBN-13: 978-0-226-61347-5 (e-book) DOI: https:// doi .org / 10 .7208 / chicago / 9780226613475 .001 .0001 Library of Congress Cataloging-in-Publication Data Names: Agrawal, Ajay, editor. | Gans, Joshua, 1968– editor. | Goldfarb, Avi, editor. Title: The economics of artifi cial intelligence : an agenda / Ajay Agrawal, Joshua Gans, and Avi Goldfarb, editors. Other titles: National Bureau of Economic Research conference report. Description: Chicago ; London : The University of Chicago Press, 2019. | Series: National Bureau of Economic Research conference report | Includes bibliographical references and index. Identifi ers: LCCN 2018037552 | ISBN 9780226613338 (cloth : alk. paper) | ISBN 9780226613475 (ebook) Subjects: LCSH: Artifi cial intelligence—Economic aspects. Classifi cation: LCC TA347.A78 E365 2019 | DDC 338.4/ 70063—dc23 LC record available at https:// lccn .loc .gov / 2018037552 ♾ This paper meets the requirements of ANSI/ NISO Z39.48-1992 (Permanence of Paper). -
Teacher Applicant Hiring and Teacher Performance: Evidence from Dc Public Schools
NBER WORKING PAPER SERIES TEACHER APPLICANT HIRING AND TEACHER PERFORMANCE: EVIDENCE FROM DC PUBLIC SCHOOLS Brian Jacob Jonah E. Rockoff Eric S. Taylor Benjamin Lindy Rachel Rosen Working Paper 22054 http://www.nber.org/papers/w22054 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 March 2016 We first thank the District of Columbia Public Schools, in particular Michael Gaskins, Anna Gregory, Brooke Miller, Jason Kamras, and Scott Thompson. Generous financial support was provided by the Smith Richardson Foundation. We received helpful comments and suggestions from seminar participants at Brown, Chicago, Clemson, Cornell, Delaware, Johns Hopkins, Kentucky, LSU, New York Fed, NYU, Paris School of Economics, Princeton, Stanford, UC Santa Barbara, APPAM, and AEFP. The authors of this publication were consultants to the District of Columbia Public Schools. The terms of this relationship and this publication have been reviewed and found to be in accordance with the DCPS policy on objectivity in research by the Office of Talent and Culture and by the Office of Instructional Practice District of Columbia Public Schools. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2016 by Brian Jacob, Jonah E. Rockoff, Eric S. Taylor, Benjamin Lindy, and Rachel Rosen. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. -
2021 Leg Agenda February 12
LEGISLATIVE COMMITTEE MEETING Committee Members Mayor Pro Tem Michael A. Cacciotti, Chair Council Member Joe Buscaino, Vice Chair Dr. William A. Burke Senator Vanessa Delgado (Ret.) Supervisor V. Manuel Perez Supervisor Janice Rutherford February 12, 2021 9:00 a.m. Pursuant to Governor Newsom’s Executive Orders N-25-20 (March 12, 2020) and N-29-20 (March 17, 2020), the South Coast AQMD Legislative Committee meeting will only be conducted via video conferencing and by telephone. Please follow the instructions below to join the meeting remotely. INSTRUCTIONS FOR ELECTRONIC PARTICIPATION AT BOTTOM OF AGENDA Join Zoom Webinar Meeting - from PC or Laptop https://scaqmd.zoom.us/j/99574050701 Zoom Webinar ID: 995 7405 0701 (applies to all) Teleconference Dial In +1 669 900 6833 One tap mobile +16699006833,, 99574050701# Audience will be able to provide public comment through telephone or Zoom connection during public comment periods. PUBLIC COMMENT WILL STILL BE TAKEN AGENDA Members of the public may address this body concerning any agenda item before or during consideration of that item (Gov't. Code Section 54954.3(a)). If you wish to speak, raise your hand on Zoom or press Star 9 if participating by telephone. All agendas for regular meetings are posted at South Coast AQMD Headquarters, 21865 Copley Drive, Diamond Bar, California, at least 72 hours in advance of the regular meeting. Speakers may be limited to three (3) minutes each. South Coast AQMD -2- February 12, 2021 Legislative Committee CALL TO ORDER - Roll Call DISCUSSION ITEMS (Items 1 through 2): 1. Update and Discussion on Federal Legislative Issues Gary Hoitsma (No Motion Required) Carmen Group Consultants will provide a brief oral report of Federal legislative pgs 5-12 activities in Washington DC. -
For Immediate Release: April 8, 2020 Contact: Emma Wells, [email protected], 215–622–8623
For Immediate Release: April 8, 2020 Contact: Emma Wells, [email protected], 215–622–8623 PENNINGTON, N.J., Apr.---Cecilia Rouse sworn in as Chair of the Council of Economic Advisers to President Biden On March 12, Cecilia Rouse was sworn in as Chair of the Council of Economic Advisers (CEA) by Vice President Kamala Harris. Rouse was a member of the Pennington School Board of Trustees from 2017 until March 2021, Pennington’s 2020 Commencement speaker, and is a current Pennington School parent. Rouse was nominated by President Joe Biden in December to lead the CEA, an agency within the Executive Office of the President of the United States that is charged with offering the President objective economic advice on the formulation of both domestic and international economic policy. The Council bases its recommendations and analysis on economic research and empirical evidence, using the best data available to support the President in setting the nation’s economic policy. Rouse previously served on the CEA under President Obama, and will be only the fourth woman, and first Black, to lead this agency. Rouse is the former dean of Princeton University’s School of Public and International Affairs. She writes, “This is a moment of urgency and opportunity unlike anything we’ve faced in modern times. The urgency of ending a devastating crisis. And the opportunity to build a better economy in its wake—an economy that works for everyone, and leaves no one to fall through the cracks.” The Pennington School is an independent coeducational school for students in grades 6 through 12, in both day and boarding programs. -
Explaining Charter School Effectiveness†
American Economic Journal: Applied Economics 2013, 5(4): 1–27 http://dx.doi.org/10.1257/app.5.4.1 Explaining Charter School Effectiveness† By Joshua D. Angrist, Parag A. Pathak, and Christopher R. Walters* Lottery estimates suggest Massachusetts’ urban charter schools boost achievement well beyond that of traditional urban public schools stu- dents, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools’ embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. JEL H75, I21, I28 ( ) growing body of evidence suggests that urban charter schools have the poten- A tial to generate impressive achievement gains, especially for minority students living in high-poverty areas. In a series of studies using admissions lotteries to iden- tify causal effects, we looked at the impact of charter attendance in Boston and at a Knowledge is Power Program KIPP school in Lynn, Massachusetts Abdulkadiro g˘ lu ( ) ( et al. 2009, 2011; Angrist et al. 2010, 2012 . Boston and Lynn charter middle schools ) increase student achievement by about 0.4 standard deviations per year in math (σ) and about 0.2 per year in English Language Arts ELA . Among high school stu- σ ( ) dents, attendance at a Boston charter school increases student achievement by about 0.3 per year in math and 0.2 per year in ELA. -
Registry of Efficacy and Effectiveness Studies
Registry of Efficacy and Effectiveness Studies Study Title: An Impact Evaluation of a Math Peer Coaching Intervention on 8th Grade Pre-Algebra and High School Algebra I Achievement (A Proving Ground Project, SY 2020-2021) Registry ID: 4680.1v1 Version History The first version of this entry was published on March 17, 2021 3:40:45 PM EDT Currently viewing this version. Section I: General Study Information PI name: Thomas Kane PI affiliation: Harvard University Co-PI name: Douglas Staiger Co-PI affiliation: Dartmouth College Primary Funding Source(s): Bill & Melinda Gates Foundation Award Number(s): - IRB Name: Faster, Cheaper Evidence-Gathering for US Education IRB Approval Date: 2015-07-27 IRB Approval Number: - Other Registration Name: - Other Registration Date: - Other Registration Number: - Study Start Date: - PDF Exported September 26,2021 02:29 EDT. Page 1 Study End Date: - Intervention Start Date: 2020-11-02 Timing of entry: Prior to collection of outcome data Brief Abstract: The study district is piloting a classroom-based math intervention that pairs students together based on a skills assessment and provides them with materials to facilitate structured peer coaching. Students in 8th grade Pre-Algebra and high school Algebra I courses were randomly assigned to either participate in a set number of intervention sessions in addition to their usual math instruction or continue with business as usual. The study will measure the effect of the intervention on students' performance on formative math assessments. Keywords: K12 Proving Ground Algebra Pre-Algebra Math Mathematics High School Middle School Peer Coaching COVID Hybrid Remote Comments: This study is part of a larger project called Proving Ground, a partnership between the Center for Education Policy Research at Harvard University and a network of Local Education Agencies (LEAs), and is being conducted in collaboration with Impact Florida, a nonprofit organization that supports education agencies in Florida. -
Revisiting FAFSA Simplification: Expanding Access to the IRS Data Retrieval Tool
Revisiting FAFSA Simplification: Expanding Access to the IRS Data Retrieval Tool We describe how the complexity in the FAFSA hinders students’ ability to meet financial aid deadlines and examine the feasibility of using a simplified formula to determine aid eligibility. Authors Key Findings Susan Dynarski is a 1 Applying for federal aid for college is complex and slow. Information professor of public about aid eligibility arrives well after students have made crucial policy, education, decisions about preparation for college. Complexity in the aid process and economics at the undermines the intent of aid, which is to get more students into college. University of Michigan. 2 Efforts to simplify the aid process have fallen short of intent. Mark Wiederspan is 3 Students would benefit from a simplified process that automatically a doctoral candidate determines aid eligibility using tax information. This would allow in higher education students to receive information about aid eligibility early, when they are administration at the making key decisions about college. University of Michigan. 4 We show that a simplified process could closely replicate the current distribution of aid, with a much lower paperwork burden on families and colleges. EPI Policy Brief #1 | May 2015 page 1 A simplified aid application shows promise in determining students’ financial aid eligibility. In June 2014 Senators Lamar Alexander (R-TN) and Michael Bennet (D-CO) co- authored a bill that simplifies applying for financial aid. Based on research by EPI Co-Director Susan Dynarski and Judith Scott-Clayton of Columbia University,1 the bill would reduce the 100-question aid application to a postcard with two questions. -
Dynarski, Joshua Hyman and Diane Whitmore Schanzenbach∗ October 16, 2011
Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion Susan Dynarski, Joshua Hyman and Diane Whitmore Schanzenbach∗ October 16, 2011 Abstract This paper examines the effect of early childhood investments on college enrollment and degree completion. We use the random assignment in the Project STAR experiment to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually de- tailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We find that assignment to a small class increases the probability of attending college by 2.7 percentage points, with effects more than twice as large among blacks. Among those with the lowest ex ante probability of attending college, the ef- fect is 11 percentage points. Smaller classes increase the likelihood of earning a college degree by 1.6 percentage points and shift students towards high-earning fields such as STEM (science, technology, engineering and mathematics), business and economics. We confirm the standard finding that test score effects fade out by middle school, but show that test score effects at the time of the experiment are an excellent predictor of long- term improvements in postsecondary outcomes. We compare the costs and impacts of this intervention with other tools for increasing postsecondary attainment, such as Head Start and financial aid, and conclude that early investments are no more cost effective than later investments in boosting adult educational attainment. ∗We thank Jayne Zaharias-Boyd of HEROS and the Tennessee Department of Education for allowing the match between the STAR and National Student Clearinghouse data. -
Who Benefits from KIPP?
Who Benefits from KIPP? Joshua Angrist, MIT Susan Dynarski, University of Michigan Thomas Kane, Harvard Graduate School of Education Parag Pathak, MIT Christopher Walters, MIT Education Policy Initiative Gerald R. Ford School of Public Policy 735 S. State Street Ann Arbor, Michigan 48109 EPI Working Papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by EPI co-Directors. Any opinions, findings, conclusions, or recommendations expressed are those of the author(s) and do not necessarily reflect the view of the Education Policy Initiative or any sponsoring agency. EPI Working Paper 03-2010 | February, 2010 WHO BENEFITS FROM KIPP? Joshua D. Angrist Susan M. Dynarski Thomas J. Kane Parag A. Pathak Christopher R. Walters Originalyl posted as NBER Working Paper #15740 The authors are grateful to Josh Zoia and Esther Vargas at KIPP Academy Lynn and to Carrie Conaway at the Massachusetts Department of Elementary and Secondary Education for data, patience and assistance. We received valuable assistance from Sarah Cohodes and Jon Fullerton. We also thank Eric Bettinger for helpful comments. The views expressed herein are those of the authors and do not necessarily reflect the views of the Education Policy Initiative. © 2010 by Joshua D. Angrist, Susan M. Dynarski, Thomas J. Kane, Parag A. Pathak, and Christopher R. Walters. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Who Benefits from KIPP? Joshua D. Angrist, Susan M. Dynarski, Thomas J. -
President-Elect Biden Transition: Second Update December 1, 2020
1 RICH FEUER ANDERSON President-elect Biden Transition: Second Update December 1, 2020 TRANSITION Since announcing his Chief of Staff, the COVID-19 Task Force, and members of the agency review teams, President-elect Biden has made weekly announcements regarding senior White PDATE U House staff and Cabinet nominations. We expect an announcement on Director of the National Economic Council (not Senate confirmed) to come shortly, followed by other Cabinet heads in the coming weeks such as Attorney General, Commerce Secretary, HUD Secretary, DOL Secretary and US Trade Representative. Biden has nominated and appointed women to serve in key positions in his Administration, including the nomination of Janet Yellen to be Treasury Secretary. And while Biden continues to build out a Cabinet that “looks like America,” the Congressional Black Caucus, Congressional Hispanic Caucus and the Congressional Asian Pacific American Caucus continue to push for additional racial diversity at the Cabinet level.” Key appointments and nominations to the White House Senior Staff and economic and national security teams are included below, many of whom served in the Obama Administration (*). White House Senior Staff: Ron Klain, Chief of Staff* Jen O’Malley Dillon, Deputy Chief of Staff Mike Donilon, Senior Advisor to the President Dana Remus, Counsel to the President* Steve Richetti, Counselor to the President* Julissa Reynoso Pantaleon, Chief of Staff to Dr. Jill Biden* Anthony Bernal, Senior Advisor to Dr. Jill Biden* Cedric Richmond, Senior Advisor to -
The Challenges of Staffing Urban Schools with Effective Teachers
07 5564-7 jacob.qxp 1/15/2007 10:26 PM Page 129 The Challenges of Staffing Urban Schools with Effective Teachers Brian A. Jacob Summary Brian Jacob examines challenges faced by urban districts in staffing their schools with effective teachers. He emphasizes that the problem is far from uniform. Teacher shortages are more severe in certain subjects and grades than others, and differ dramatically from one school to an- other. The Chicago public schools, for example, regularly receive roughly ten applicants for each teaching position. But many applicants are interested in specific schools, and district offi- cials struggle to find candidates for highly impoverished schools. Urban districts’ difficulty in attracting and hiring teachers, says Jacob, means that urban teach- ers are less highly qualified than their suburban counterparts with respect to characteristics such as experience, educational background, and teaching certification. But they may not thus be less effective teachers. Jacob cites recent studies that have found that many teacher charac- teristics bear surprisingly little relationship to student outcomes. Policies to enhance teacher quality must thus be evaluated in terms of their effect on student achievement, not in terms of conventional teacher characteristics. Jacob then discusses how supply and demand contribute to urban teacher shortages. Supply factors involve wages, working conditions, and geographic proximity between teacher candi- dates and schools. Urban districts have tried various strategies to increase the supply of teacher candidates (including salary increases and targeted bonuses) and to improve retention rates (in- cluding mentoring programs). But there is little rigorous research evidence on the effectiveness of these strategies. -
Improving Educational Outcomes for Poor Children
NBER WORKING PAPER SERIES IMPROVING EDUCATIONAL OUTCOMES FOR POOR CHILDREN Brian Jacob Jens Ludwig Working Paper 14550 http://www.nber.org/papers/w14550 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 December 2008 A version of this paper was presented at the Institute of Research on Poverty conference "Changing Poverty," which was held at the University of Wisconsin-Madison May 29-30, 2008, with financial support from the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services and the Russell Sage Foundation. This paper is forthcoming in fall 2009 in the Russell Sage volume Changing Poverty coedited by Maria Cancian and Sheldon Danziger. Thanks to Helen Ladd, Betsey Stevenson, the editors, and conference participants at the University of Wisconsin’s Institute for Research on Poverty and the Philadelphia Federal Reserve Bank and University of Pennsylvania for helpful comments. All opinions and any errors are of course ours alone. The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2008 by Brian Jacob and Jens Ludwig. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Improving Educational Outcomes for Poor Children Brian Jacob and Jens Ludwig NBER Working Paper No.