Christopher R. Walters
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The American Economic Review
The American Economic Review ARTICLES CHARLES W.CALOMIRIS AND JONATHAN PRITCHETT Betting on Secession: Quantifying Political Events Surrounding Slavery and the Civil War EMMANUEL SAEZ AND STEFANIE STANTCHEVA Generalized Social Marginal Welfare Weights for Optimal Tax Theory KAIVAN MUNSHI AND MARK ROSENZWEIG Networks and Misallocatlon: Insurance, Migration, and the Rural-Urban Wage Gap MARK DUGGAN, CRAIG GARTHWAITE,AND APARAJITA GOYAL The Market Impacts of Pharmaceutical Product Patents in Developing Countries: Evidence from India IAIN M. COCKBURN,JEAN O. LANJOUW,AND MARK SCHANKERMAN Patents and the Global Diffusion of New Drugs YURIV GORODNICHENKO AND MICHAEL WEBER Are Sticky Prices Costly? Evidence from the Stock Market GEORGE-MARIOS ANGELETOS. LUIGl lOVINO, AND JENNIFER LA'O Real Rigidity, Nominal Rigidity, and the Social Value of Information JANUARY 2016 THE AMERICAN ECONOMIC REVIEW Editor February 2016 PlNELOPt KOUJIANOU GOLDBERG Coedilors VOLUME 106, NUMBER 2 MARKAGUIAR ROLAND BENABOU MARIANNE BERTRAND HILARY HOYNES JOHN LEAHY LUIGI PISTAFERRI DEB RAJ RAY Articles LARRY SAMUELSON Managing Editor STEVEN M. STELLING The Politics of Compromise Associate Managing Editor KELLY MARKEL Alcsscindro Bonatti and Heikki Rantakari 229 Assistant Managing Editor MATTHEW A. ROBERSON Poverty and Economic Decision-Making: Evidence Board ol Editors from Changes in Financial Resources at Payday NAGEEB ALI Leandro S. Carvalho, Stephan Meier, MANUELAMADOR and Stephanie W. Wang 260 MARCO BASSETTO SIMON BOARD LEAH BOUSTAN On Communication and Collusion -
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. -
MIT Pre-Doctoral Research Fellow Professors Joshua Angrist and Parag Pathak
MIT Pre-Doctoral Research Fellow Professors Joshua Angrist and Parag Pathak Position Overview We are seeking a motivated, independent, and organized Pre-Doctoral Research Fellow to support efforts to evaluate and improve education programs and policies in the U.S. Research Fellows receive a two-year full-time appointment with the School Effectiveness and Inequality Initiative (SEII), a research lab based at the MIT Department of Economics and the National Bureau of Economic Research. SEII’s current research projects involve studies of the impact of education policies and programs in states like Massachusetts and cities such as Boston, Chicago, New York City, Indianapolis, and Denver. Principal Duties and Responsibilities Fellows will work closely with SEII Directors Joshua Angrist and Parag Pathak, as well as our collaborators at universities across the country, including Harvard University. Specific responsibilities include: o constructing data sets and preparing data for analysis o conducting analysis in Stata, R, and Matlab to answer research questions o presenting results and engaging in discussion in weekly team meetings o editing papers for publication The fellowship will be a full-time position located in Cambridge, Massachusetts. An employment term of two years is expected. This position is intended to act as a pathway to graduate school for candidates who plan to apply to an Economics or related Ph.D. program in the future. Previous fellows have gone to top-tier Economics Ph.D. programs, such as UC-Berkeley, MIT, and Stanford. Start date is flexible, with a strong preference for candidates who can begin on or before June 1, 2020. -
Can Successful Schools Replicate? Scaling up Boston's Charter School
NBER WORKING PAPER SERIES CAN SUCCESSFUL SCHOOLS REPLICATE? SCALING UP BOSTON’S CHARTER SCHOOL SECTOR Sarah Cohodes Elizabeth Setren Christopher R. Walters Working Paper 25796 http://www.nber.org/papers/w25796 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 May 2019 Special thanks go to Carrie Conaway, Cliff Chuang, the staff of the Massachusetts Department of Elementary and Secondary Education, and Boston’s charter schools for data and assistance. We also thank Josh Angrist, Bob Gibbons, Caroline Hoxby, Parag Pathak, Derek Neal, Eric Taylor and seminar participants at the NBER Education Program Meetings, Columbia Teachers College Economics of Education workshop, the Association for Education Finance and Policy Conference, the Society for Research on Educational Effectiveness Conference, Harvard Graduate School of Education, Federal Reserve Bank of New York, MIT Organizational Economics Lunch, MIT Labor Lunch, and University of Michigan Causal Inference for Education Research Seminar for helpful comments. We are grateful to the school leaders who shared their experiences expanding their charter networks: Shane Dunn, Jon Clark, Will Austin, Anna Hall, and Dana Lehman. Setren was supported by a National Science Foundation Graduate Research Fellowship. The Massachusetts Department of Elementary and Secondary Education had the right to review this paper prior to circulation in order to determine no individual’s data was disclosed. The authors obtained Institutional Review Board (IRB) approvals for this project from NBER and Teachers College Columbia University. 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. -
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. -
JAMES J. CHOI Yale School of Management 165 Whitney Avenue, P.O
JAMES J. CHOI Yale School of Management 165 Whitney Avenue, P.O. Box 208200 New Haven, CT 06520-8200 https://faculty.som.yale.edu/jameschoi EMPLOYMENT 2005 – present Yale School of Management Professor of Finance, 2014 – present Associate Professor of Finance, 2010 – 2014 Assistant Professor of Finance, 2005 – 2010 1999 – 2000 National Bureau of Economic Research Research Assistant 1998 – 1999 Oliver Wyman Analyst EDUCATION 2000 – 2005 Harvard University Ph.D., Economics 1994 – 1998 Harvard University A.B., Applied Mathematics, summa cum laude PROFESSIONAL ASSOCIATIONS 2020 – present American Finance Association Member, Ethics Committee 2019 – present Journal of Finance Associate Editor 2016 – 2019 Management Science Associate Editor 2014 – present TIAA Institute Fellow 2014 – 2017 Financial Industry Regulatory Authority (FINRA) Member, Investor Issues Committee 2013 – present Journal of Pension Economics and Finance Editorial Board 2005 – present National Bureau of Economic Research Co-Director, Retirement and Disability Research Center, 2019 – present Scientific Advisor, Retirement and Disability Research Center, 2018 – 2019 Associate Director, Retirement Research Center, 2016 – 2018 Research Associate, 2014 – present Faculty Research Fellow, 2005 – 2014 COURSES TAUGHT Personal Finance (MBA), Household Finance (Ph.D.), Corporate Finance (MBA), The Ex- ecutive (MBA), International Experience: Chile (MBA) HONORS, KEYNOTES, AND FELLOWSHIPS 2019 Keynote address, NEST/International Centre for Pension Management /Aspen Institute Defined Contribution Program 2018 Keynote address, UConn Financial Risk Conference 2017 TIAA Paul A. Samuelson Award for Outstanding Scholarly Writing on Lifelong Financial Security (with John Beshears, David Laibson, and Brigitte C. Madrian) 2016 40 Under 40 Most Outstanding MBA Professors, Poets & Quants 2011 TIAA Paul A. Samuelson Award for Outstanding Scholarly Writing on Lifelong Financial Security (with David Laibson and Brigitte C. -
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. -
Geography of Intergenerational Mobility in the United States
NBER WORKING PAPER SERIES WHERE IS THE LAND OF OPPORTUNITY? THE GEOGRAPHY OF INTERGENERATIONAL MOBILITY IN THE UNITED STATES Raj Chetty Nathaniel Hendren Patrick Kline Emmanuel Saez Working Paper 19843 http://www.nber.org/papers/w19843 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 January 2014 The opinions expressed in this paper are those of the authors alone and do not necessarily reflect the views of the Internal Revenue Service, the U.S. Treasury Department, or the National Bureau of Economic Research. This work is a component of a larger project examining the effects of tax expenditures on the budget deficit and economic activity. All results based on tax data in this paper are constructed using statistics originally reported in the SOI Working Paper "The Economic Impacts of Tax Expenditures: Evidence from Spatial Variation across the U.S.," approved under IRS contract TIRNO-12-P-00374 and presented at the National Tax Association meeting on November 22, 2013. We thank David Autor, Gary Becker, David Card, David Dorn, John Friedman, James Heckman, Nathaniel Hilger, Richard Hornbeck, Lawrence Katz, Sara Lalumia, Adam Looney, Pablo Mitnik, Jonathan Parker, Laszlo Sandor, Gary Solon, Danny Yagan, numerous seminar participants, and four anonymous referees for helpful comments. Sarah Abraham, Alex Bell, Shelby Lin, Alex Olssen, Evan Storms, Michael Stepner, and Wentao Xiong provided outstanding research assistance. This research was funded by the National Science Foundation, the Lab for Economic Applications and Policy at Harvard, the Center for Equitable Growth at UC-Berkeley, and Laura and John Arnold Foundation. Publicly available portions of the data and code, including intergenerational mobility statistics by commuting zone and county, are available at www.equality-of-opportunity.org. -
Qt3sd0f741.Pdf
UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Essays in Labor Economics and the Criminal Justice System Permalink https://escholarship.org/uc/item/3sd0f741 Author Shem-Tov, Yotam Publication Date 2019 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California Essays in Labor Economics and the Criminal Justice System by Yotam Shem-Tov A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Economics in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Patrick Kline, Chair Professor David Card Professor Steven Raphael Professor Christopher Walters Spring 2019 Essays in Labor Economics and the Criminal Justice System Copyright 2019 by Yotam Shem-Tov 1 Abstract Essays in Labor Economics and the Criminal Justice System by Yotam Shem-Tov Doctor of Philosophy in Economics University of California, Berkeley Professor Patrick Kline, Chair This dissertation investigates key aspects of the U.S. criminal justice system. The first chapter studies different methods of providing a legal counsel to low-income criminal defendants. Most criminal defendants in the U.S. cannot afford to hire an attorney. To provide constitutionally mandated legal services, states commonly use either private court-appointed attorneys or a public defender organization. This paper investigates the relative efficacy of these two modes of indigent defense by comparing outcomes of co- defendants assigned to different types of attorneys within the same case. Using data from San Francisco, I show that in multiple defendant cases public defender assignment is plausibly as good as random. I find that defendants who have been assigned a public defenders obtain more favorable sentencing outcomes. -
College Grants on a Postcard: a Proposal for Simple and Predictable Federal Student Aid
THE Advancing Opportunity, HAMILTON Prosperity and Growth PROJECT POLICY BRIEF NO. 2007-01 FEBRUARY 2007 College Grants on a Postcard: A Proposal for Simple and Predictable Federal Student Aid EACH YEAR, in an effort to increase college attendance, the federal government provides college aid worth approximately $16 billion through Pell grants and the Hope and Lifetime Learning tax credits. The idea behind this aid is straightforward: more students, especially those from low- and middle-income families, would go to col- lege if they could afford it. But while in theory federal student aid should increase college enrollment, there is scant evidence that the current system does so. It doesn’t have to be this way. Other programs have been effective at increasing college enrollment rates. What distinguishes these programs is that they are simple and deliver information early enough to affect student decisions. In contrast, the federal student aid system puts up a barrier of complicated paperwork and doesn’t tell students how much aid they are eligible for until after they have had to decide whether to apply to college. In a discussion paper for The Hamilton Project, Susan M. Dynarski and Judith Scott-Clayton of Harvard University propose a dramatically simplified aid process that could increase college enrollment by as much as 7.4 percentage points among the grant-eligible population. Under their proposal, students could determine their grant aid eligibility by consulting a simple table that is small enough to fit on a postcard. The application process would be as easy as checking a box on the family’s regular tax returns.