Douglas Staiger
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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. -
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. -
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. -
Downloads/Decoupling- Wage-Growth-And-Productivity-Growth/Decoupling of Wages and Productivity.Pdf)
US ELECTION ANALYSIS NO. 4 Inequality and Opportunity: The Return of a Neglected Debate US income and wage inequality have risen dramatically since the 1970s. The share of the top 1% (those with incomes over $400,000) was as high in 2007 as at its historical peak in 1928. Income and wage differentials between the richest 10% and the poorest 10% have also risen in tandem. The US has the highest income inequality of all rich countries. The only OECD countries with a higher ‘Gini coefficient’ of inequality are Chile, Mexico and Turkey. Workers in the middle of the earnings distribution have fallen behind those at the top of the distribution over a period of 40 years. Those in the bottom 10% fell behind the middle until the mid-1990s. Median real hourly wages have risen by 20% since 1972, whereas productivity has risen by 85%. The difference in the growth of wages and productivity is mainly due to the rise in wage inequality and an increase in non-wage (especially healthcare) costs. But since 2000, profits have risen as a share of GDP as the growth of total labour compensation has lagged behind productivity. Social mobility over people’s lifetimes has not increased to make up for the rise in inequality. In fact, social mobility between generations is worse in the US than in most countries where it is measured. President Obama wants to allow the Bush tax cuts to elapse for households on incomes over $250,000 (which would mean, for example, that the highest federal tax rate would rise from 35% to 39.6%). -
Joshua D. Angrist (01/2021)
Joshua D. Angrist (01/2021) Current Positions Ford Professor of Economics, MIT, from July 2008. Professor, MIT Economics Department, July 1998-2008. Research Associate, National Bureau of Economic Research, from 1994. Co-Director, MIT School Effectiveness and Inequality Initiative, from Fall 2011. Previous Positions Wesley Clair Mitchell Visiting Professor, Department of Economics, Columbia, Fall 2018. Visiting Professor, Harvard Lab for Economic Applications and Policy, 2011-12. Lady Davis Fellow, Hebrew University, 2004-05. Associate Professor, MIT Economics Department, 1996-98. Associate Professor, Hebrew University Economics Department, 1995-96. Visiting Associate Professor, MIT Economics Department, 1994-95. Senior Lecturer in Economics, Hebrew University Economics Department, 1991-95. Assistant Professor, Harvard University Economics Department, 1989-91. Faculty Research Fellow, National Bureau of Economic Research, 1989-94. Education Ph.D., Economics, Princeton University, October 1989. M.A., Economics, Princeton University, May 1987. B.A., Economics with Highest Honors, Oberlin College, June 1982. Teaching, Professional Service, and Public Service Teaching, Graduate Econometrics, Columbia, Fall 2018; Graduate and Undergraduate Labor Economics and Econometrics, MIT, 1994-95, 1996-2004, 2005-20; Graduate Econometrics and Graduate and Undergraduate Labor Economics, Hebrew University, 1991-96; Graduate Labor Economics and Undergraduate Econometrics courses, Harvard University, 1989-91. Referee, Addison-Wesley, American Economic Review, -
Nber Working Paper Series School Choice, School
NBER WORKING PAPER SERIES SCHOOL CHOICE, SCHOOL QUALITY AND POSTSECONDARY ATTAINMENT David J. Deming Justine S. Hastings Thomas J. Kane Douglas O. Staiger Working Paper 17438 http://www.nber.org/papers/w17438 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 September 2011 This project was funded through grant number R305E50052 from the U.S. Department of Education, Institute of Education Sciences. We would like to thank Lawrence Katz, Susan Dynarski, Brian Jacob and Christopher Jencks for reading early drafts of this paper and for providing essential guidance and feedback. We benefited from the helpful comments of Josh Angrist, Amitabh Chandra, Caroline Hoxby, Brian Kovak, Bridget Long, Erzo Luttmer, Dick Murnane, Seth Richards-Shubik, Lowell Taylor and seminar participants at the NBER Summer Institute, Harvard University, Columbia University, the University of Michigan, RAND and the Association for Public Policy Analysis and Management (APPAM) and Society for Research on Educational Effectiveness (SREE) meetings. Special thanks to Andrew Baxter at CMS and Sarah Cohodes and Eric Taylor at CEPR for help with matching the student files to the NSC. 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. © 2011 by David J. Deming, Justine S. Hastings, Thomas J. Kane, and Douglas O. Staiger. 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. -
School Choice and College Attendance Evidence from Randomized Lotteries
David Deming DRAFT – DO NOT CIRCULATE September 2009 1 School Choice and College Attendance Evidence from Randomized Lotteries David Deming Justine Hastings Thomas Kane Douglas Staiger This is a preliminary draft. Please do not circulate or quote it without prior permission. Comments are welcome and appreciated. ABSTRACT In 2002, Charlotte Mecklenburg school district implemented an open enrollment policy that allocated slots at oversubscribed schools via random lottery. To assess the impact of gaining admission to a highly demanded high school, we match administrative data from the district to the National Student Clearinghouse, a national administrative database of postsecondary enrollment. We find strong evidence that high school lottery winners from neighborhoods assigned to the lowest-performing schools benefited greatly from choice. Girls are 12 percentage points more likely to attend a four-year college. Boys are 13 percentage points more likely to graduate from high school but are less likely to attend a four-year college. We present suggestive evidence that changes in relative rank within schools may explain these puzzling gender differences. In contrast with the results for students from low-performing home school zones, we find little evidence of gains for students whose home schools are of even average quality. David Deming DRAFT – DO NOT CIRCULATE September 2009 2 School choice is an increasingly important feature of the U.S. education policy landscape. Scarce public resources and the rising return to education have led to a focus on policies that can enhance schools’ productivity. Proponents of school choice espouse policies which decouple neighborhood residence and school attendance, breaking the monopoly power of local school districts and causing schools to compete for students (Hoxby, 2003.) Aside from competitive pressure, school choice could also enhance welfare by improving match quality between students and schools (Hoxby, 2003). -
2017 Program
Honoring the Class of 2017 UNIVERSITY OF MICHIGAN Spring Commencement April 29, 2017 | Michigan Stadium Honoring the Class of 2017 SPRING COMMENCEMENT UNIVERSITY OF MICHIGAN April 29, 2017 10:00 a.m. This program includes a list of the candidates for degrees to be granted upon completion of formal requirements. Candidates for graduate degrees are recommended jointly by the Executive Board of the Horace H. Rackham School of Graduate Studies and the faculty of the school or college awarding the degree. Following the School of Graduate Studies, schools are listed in order of their founding. Candidates within those schools are listed by degree then by specialization, if applicable. Horace H. Rackham School of Graduate Studies .....................................................................................................26 College of Literature, Science, and the Arts ..............................................................................................................36 Medical School .........................................................................................................................................................55 Law School ..............................................................................................................................................................57 School of Dentistry ..................................................................................................................................................59 College of Pharmacy ................................................................................................................................................60 -
Marshall Memo 629 a Weekly Round-Up of Important Ideas and Research in K-12 Education March 21, 2016
Marshall Memo 629 A Weekly Round-up of Important Ideas and Research in K-12 Education March 21, 2016 In This Issue: 1. Preparing children to start school ready to learn and thrive 2. Counteracting stereotype threat in urban seventh graders 3. Ten highly effective classroom practices from Down Under 4. Close reading 101 5. Words from other languages that might enrich English 6. Harvard’s “Best Foot Forward” classroom video project 7. Teaching students mathematical argumentation 8. Getting students engaged in advanced math problem-solving 9. What’s the ideal ratio of computer time in blended learning classes? 10. Questions principals might ask in the hallway 11. Are KIPP schools’ results explained by selection and attrition? 12. Short items: (a) Unite for Literacy website; (b) Retrieval practice website Quotes of the Week “If the central purpose of education research is to identify solutions and provide options for policymakers and practitioners, one would have to characterize the past five decades as a near- complete failure. There is little consensus among policymakers and practitioners on the effectiveness of virtually any type of educational intervention.” Thomas Kane in “Connecting to Practice” in Education Next, Spring 2016 (Vol. 16, #2, p. 80-87), http://bit.ly/1RcQ2FE “So often we use assessment in schools to inform students of their progress and attainment. Of course this is important, but it is more critical to use this information to inform teachers about their impact on students. Using assessments as feedback for teachers is -
Participant List PO1 WH
Dartmouth/PO1 Research Participants April 20 & 21, 2016 Woods Hole, MA Laurence C. Baker, PhD Donny Likosky, PhD Professor of Health Research and Policy and Associate Professor Section Head Stanford Health Policy Fellow Section of Health Services Research & Stanford University Quality Department of Cardiac Surgery The Center for Healthcare Outcomes & Policy Amber E. Barnato, MD, MPH, MS University of Michigan Associate Professor of Medicine, Clinical Translational Science, and Health Policy and Ellen R. Meara, PhD Management Associate Professor of The Dartmouth Institute Director Section of Decision Sciences, Division of for Health Policy & Clinical Practice General Internal Medicine, Department of Medicine Nancy E. Morden, MD, MPH Director, Training Early Academic Mentors Associate Professor (TEAM) Program, Institute for Clinical Research The Dartmouth Institute for Health Policy & Education Clinical Practice University of Pittsburgh Associate Professor Geisel School of Medicine Dept of Community and Family Medicine Kimon Bekelis, MD Associate Professor, Section of Biostatistics and Dartmouth Hitchcock Medical Center Epidemiology Julie P.W. Bynum, MD, MPH Erika Moen, PhD Associate Professor Geisel School of Medicine at Post Doctoral Fellow Dartmouth The Dartmouth Institute for Health Policy & Associate Professor Medicine and Community & Clinical Practice Family Medicine Associate Professor of The Dartmouth Institute Julien Mousquès, PhD for Health Policy & Clinical Practice 2015-2016 Harkness Fellow in Health Care Policy and Practice -
Kirsten Slungaard Mumma
Kirsten Slungaard Mumma Harvard Graduate School of Education Email: [email protected] Gutman Library, 6 Appian Way Phone: (651) 331-1130 Cambridge, MA 02138 Website: www.slungaardmumma.com Education Harvard University, Cambridge, MA PhD Candidate, Education, Expected May 2021 Concentration: Education Policy and Program Evaluation Dissertation Committee: David Deming (Chair), Martin West, Thomas Kane Harvard Graduate School of Education, Cambridge, MA Ed.M., Education Policy and Management, 2015 Harvard College, Cambridge, MA A.B., cum laude and high honors in the field, English Language and Literature, 2010 Research Interests Economics of education, immigration and immigrants, language skills, school choice Research In Progress “English language skills and naturalization: evidence using an age-at-arrival instrument.” (Coming Soon). “Language skills and immigrant success.” With Blake Heller*. (Coming Soon). “The effect of charter openings on traditional public schools in Massachusetts and North Carolina.” Revise and resubmit requested. Working Paper: Link. Who benefits from the GED? New regression discontinuity evidence from Massachusetts. With Blake Heller*. Working Paper: Link. Technical Reports Charter school authorizing in California. Technical Report. Getting Down to Facts II. With Martin West. (2018). Link. Access to postsecondary schooling and the GED: new regression discontinuity evidence from Massachusetts. (2017). With Blake Heller. Massachusetts Department of Elementary and Secondary Education. Education Policy Briefs. Link.