Teacher qualifications and student achievement in urban elementary schools

Teacher quality is a key element of student academic success, but few specific teacher characteristics influence classroom outcomes. This research examines whether teacher licensure test scores and other teacher attributes affect elementary student achievement. The results are based on longitudinal student-level data from Los Angeles. California requires three types of teacher licensure tests as part of the teacher certification process; a general knowledge test, a subject area test (single subject for secondary teachers and multiple subject for elementary teachers), and a reading pedagogy test for elementary school teachers. The student achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show large differences in teacher quality across the school district, but measured teacher characteristics explain little of the difference. Teacher licensure test scores are unrelated to teacher success in the classroom. Similarly, student achievement is unaffected by whether classroom teachers have advanced degrees. Student achievement increases with teacher experience, but the linkage is weak and largely reflects poor outcomes for teachers during their first year or two in the classroom.     

School district quality and property values: Examining differences along school district boundaries

Examining differences across school district boundaries rather than school attendance zone boundaries has several advantages. These advantages include being applicable when attendance zones are not available or less relevant to educational outcomes as arises with within district school choice and for examining the effect of factors like school spending or property taxes that do not vary within districts. However, school district boundaries have often been in place for many years allowing households to sort based on school quality and potentially creating distinct neighborhoods on either side of boundaries. We estimate models of housing prices using repeated cross-sections of housing transactions near school district boundaries in Connecticut. These models exploit changes over time to control for across boundary differences in neighborhood quality. We find significant effects of test scores on property values, but those effects are notably smaller than both OLS and traditional boundary fixed effects estimates.     

Closing schools in a shrinking district: Do student outcomes depend on which schools are closed?

In the last decade, many cities around the country have needed to close schools due to declining enrollments and low achievement. School closings raise concerns about the possible negative impacts on student achievement, neighborhoods, families, and teaching staff. This study examines an anonymous urban district that, faced with declining enrollment, chose to make student achievement a major criterion in determining which schools would be closed. The district targeted low-performing schools in its closure plan, and sought to move their students to higher-performing schools. We estimate the impact of school closures on student test scores and attendance rates by comparing the growth of these measures among students differentially affected by the closures. We use residential assignment to school as an instrument to address non-random sorting of students into new schools. We also statistically control for the contemporaneous effects of other reforms within the district. Results show that students displaced by school closures can experience adverse effects on test scores and attendance, but these effects can be minimized when students move to schools that are higher-performing (in value-added terms). Moreover, the negative effect on attendance disappears after the first year in the new school. Meanwhile, we find no adverse effects on students in the schools that are receiving the transferring students.     

The impact of Chicago’s small high school initiative

This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better graduation/enrollment rates and achievement than similar students who attend regular CPS high schools. We show that students who choose to attend a small school are more disadvantaged on average, including having prior test scores that are about 0.2 standard deviations lower than their elementary school classmates. To address the selection problem, we use an instrumental variables strategy and compare students who live in the same neighborhoods but differ in their residential proximity to a small school. In this approach, one student is more likely to sign up for a small school than another statistically identical student because the small school is located closer to the student’s house and therefore the “cost” of attending the school is lower. The distance-to-small-school variable has strong predictive power to identify who attends a small school. We find that small schools students are substantially more likely to persist in school and eventually graduate. Nonetheless, there is no positive impact on student achievement as measured by test scores.     

Evaluating the impact of performance-related pay for teachers in England

This paper evaluates the impact of a performance-related pay scheme for teachers in England. Using data which matches individual pupils to individual teachers, and contains both test scores and value-added, we test whether the introduction of a payment scheme based on pupil attainment increased teacher effort. Our evaluation design controls for pupil effects, school effects and teacher effects, and adopts a difference-in-difference methodology. We find that the scheme did improve test scores and value added increased on average by about 40% of a grade per pupil.     

Does class matter more than school? Evidence from a multilevel statistical analysis on Italian junior secondary school students

This paper assesses the differences in educational attainments between students across classes and schools they are grouped by, in the context of Italian educational system. The purpose is to identify a relationship between pupils' reading test scores and students' characteristics, stratifying for classes, schools and geographical areas. The dataset contains detailed information about more than 500,000 students at the first year of junior secondary school in the year 2012/2013. By means of multilevel linear models, it is possible to estimate statistically significant school and class effects, after adjusting for pupil's characteristics, including prior achievement. The results show that school and class effects are very heterogeneous across macro-areas (Northern, Central and Southern Italy), and that there are substantial discrepancies between and within schools; overall, class effects on achievement tend to be larger than school ones.     

Are Catholic primary schools more effective than public primary schools?

This paper assesses the causal effects of Catholic primary schooling on student outcomes such as test scores, grade retention, and behavior. Catholic school students have substantially better average outcomes than do public school students throughout the primary years, but we present evidence that selection bias is entirely responsible for these advantages. Estimates based on several empirical strategies, including an approach developed by Altonji et al. (2005a) to use selection on observables to assess the bias arising from selection on unobservables, imply that Catholic schools do not appreciably boost test scores. All of the empirical strategies point to sizeable negative effects of Catholic schooling on mathematics achievement. Similarly, we find very little evidence that Catholic schooling improves behavioral and other non-cognitive outcomes once we account for selection on unobservables.     

When is Effort Contagious in New Venture Management Teams? Understanding the Contingencies of Social Motivation Theory

Consistent with social motivation theory, prior research on managerial motivation suggests that effort is contagious across management team members. In this study, we draw on belongingness theory to develop a model on important boundary conditions to social motivation theory in the management team context. The model predicts that new venture managers react to their teammates’ higher effort levels by investing higher effort levels themselves primarily when they are confronted with a threat – namely, low venture performance and high environmental hostility – but that effort is less contagious when managers face little threat. We test our model with a sample of 103 new venture managers nested in 51 management teams in a longitudinal setting capturing managerial effort over 26 weeks. While we do not find a direct relationship between teammates’ effort and a new venture manager’s subsequent effort, we find support for the crucial role of threat in triggering the contagion of managerial effort. We discuss the contributions of our study for research on management teams, performance feedback, and entrepreneurial effort in new ventures.     

Do dropouts suffer from dropping out? Estimation and prediction of outcome gains in generalized selection models

In this paper we describe methods for predicting distributions of outcome gains in the framework of a latent variable selection model. We describe such procedures for Student‐t selection models and a finite mixture of Gaussian selection models. Importantly, our algorithms for fitting these models are simple to implement in practice, and also permit learning to take place about the non‐identified cross‐regime correlation parameter. Using data from High School and Beyond, we apply our methods to determine the impact of dropping out of high school on a math test score taken at the senior year of high school. Our results show that selection bias is an important feature of this data, that our beliefs about this non‐identified correlation are updated from the data, and that generalized models of selectivity offer an improvement over the ‘textbook’ Gaussian model. Further, our results indicate that on average dropping out of high school has a large negative impact on senior‐year test scores. However, for those individuals who actually drop out of high school, the act of dropping out of high school does not have a significantly negative impact on test scores. This suggests that policies aimed at keeping students in school may not be as beneficial as first thought, since those individuals who must be induced to stay in school are not the ones who benefit significantly (in terms of test scores) from staying in school. Copyright © 2004 John Wiley & Sons, Ltd.     

Barriers to skill acquisition in Brazil: Public and private school students performance in a public university entrance exam

This paper uses a novel data set to quantify the difference in performance of public and private school students in an entrance test exam of the major public university in Brazilian Northeast (Universidade Federal de Pernambuco – UFPE). Although there are many public universities in Brazil, from our knowledge, there is no study that uses data on entrance test scores at such universities to evaluate the determinants of students’ performance and the barriers for public school students to get in the good universities. The data set has detailed information on individual and school characteristics, and family background. We found that test scores of public school students are on average about 4.2–17% lower than those taken by private school students, depending on the set of controls. This result is robust when we address problems related to attrition, omitted variables (e.g., cognitive ability), and unobservable selectivity. We also show that once students get into the university, those from public schools perform as well as those from private schools. In addition, the proportion of public school students that gets into the university is roughly the same as the proportion of students doing the entrance exam. However, there is a strong barrier for public school students to get into high competitive majors. The fraction of students from public schools that gets into high competitive majors such as law, medicine, and electronic engineering is almost null. Our findings provide quantitative evidence to the common view that the Brazilian elitist high education system is an important channel for inequality persistence.     

Mandatory summer school and student achievement

Using administrative data from a large school district, I exploit the fact that students are mandated to attend summer school based on a discontinuous function of their score on year-end exams to identify the effect of summer school attendance on achievement. I find an average effect of about .12 standard deviations for both math and reading achievement, an effect size on the low end of the range of prior estimates. These averages mask considerable heterogeneity, however, with effect size estimates ranging from just below zero to one-quarter of a standard deviation. The estimates on the upper end of the range presented here suggest that summer school may be a more cost-effective way of raising student achievement scores than class-size reductions.     

Ethnic enclaves in the classroom

We use data on elementary-school students to investigate how the home language and other characteristics of a student's same-grade schoolmates influence that student's academic achievement. We exploit the availability of multiple cohorts of data within each school to control for endogenous selection by incorporating school fixed effects in the model. We also exploit the longitudinal structure of the data to estimate value-added models of the educational production function. We find that attending an “enclave” school provides a slight net benefit to Chinese home-language students and a large net cost to Punjabi home-language students. The results are consistent with a simple peer effects mechanism in which the academic achievement or behavior of peers is much more important than their home language.     

At the temporary-permanent interface: Overcoming knowledge boundaries with boundary objects

There is no shortage of literature on managing complex projects. However, we lack an understanding of projects in which the complexity goes beyond technical, financial and time-related challenges. We report on two Nordic business school accreditation projects, where the major management challenge is the knowledge boundaries institutionalized deep into the ethos of the schools. We focus on the project team’s use of boundary objects – a communication device across social groups – to expose and overcome knowledge boundaries materializing at temporary-permanent interface. We identify three progressively more challenging boundary object uses: informative, interactive and integrative. Consequently, we suggest a dynamic approach to boundary objects wherein their use evolves throughout the project life span as a consequence of the lived “in situ” experiences.     

Hospital performance standards and medical pricing: The impact of information disclosure in cardiac care

A policy concern is that the initiation of Hospital Compare (HC) reporting in Medicare provided leverage to insurers in price negotiations for lowering private sector prices without regard to hospital performance. Using the sequential Nash bargaining framework we provide economic intuition to the contrary: while average hospital prices decline under quality disclosures, hospitals with above‐average quality are able to exert a stronger bargaining position, consequently capturing prices above the market rate. To explore this issue empirically we estimate variants of difference‐in‐difference models, examining the effects of the three main scores (heart attack, heart failure, and combined mortalities) on transaction prices of related hospital procedures. States which had similar mandated reporting systems in place before the initiation of HC form the control group. Analyzing claims data of privately insured patients, we find that HC exerted downward pressure on prices. However, hospitals rated “above‐average” captured higher prices, thereby offsetting the overall policy effect fully or partially. Leads and lags analysis lends further support for our difference‐in‐difference approach. We find that highly ranked hospitals received a quality premium of 8–14%, comparable to price effects found in other health care markets. We conclude that HC was effective at constraining prices without penalizing high performers.     

Which school attributes matter? The influence of school district performance and demographic composition on property values

Increasing levels of segregation in American schools raises the question: do home buyers pay for test scores or demographic composition? This paper uses Connecticut panel data spanning eleven years from 1994 to 2004 to ascertain the relationship between property values and school district attributes, such as student test scores and the racial and ethnic composition of the student body. Town and census tract fixed effects are included to control for neighborhood unobservables. The effect of changes in school district attributes is also examined over a decade long time frame in order to focus on the effect of long-run changes, which are more likely to be capitalized into prices. The study finds strong evidence that increases in percent Hispanic have a negative effect on housing prices in Connecticut, but mixed evidence concerning the impact of test scores on property values. Student test scores also appear to have increased in importance for explaining housing prices in recent years, while the importance of percent Hispanic has declined. Finally, the study finds that estimates of property tax capitalization increase substantially when the analysis focuses on long run changes.     

Government secondary school finances in New South Wales: accounting for students’ prior achievements in a two-stage DEA at the school level

This study measures the efficiency of government secondary schools in New South Wales, Australia, using a two-stage semi-parametric production frontier approach to schooling. In contrast to previous research comparing school performance with two-stage data envelopment analysis (DEA), we control for prior academic achievement of students by using a rich data set from 2008 to 2010. We employ detailed financial data for deriving the envelope for the efficient production frontier of the schools. Using Simar and Wilson’s (J Econ 136:31-64, 2007, J Prod Anal 36:205-218, 2011a) double bootstrap procedure for two-stage DEA, the study finds that schools with lower total student numbers, a higher average of years of service of teachers, a higher ratio of special education students that attracts extra government funding, and girls only do better than other schools. On the other hand, a negative influence comes from a school’s location in provincial and outer metropolitan areas. An important result is that the socio-economic background of students attending a school has no significant effect on their academic performance, whereas higher prior academic achievements have a positive and statistically significant impact on student achievement. These results are relevant to decision makers for the school sector, in particular for funding criteria contained in the Gonski (Review of funding for schooling - Final report (December). Canberra: Commonwealth Government of Australia, 2011) review report.     

Sibling spillover effects in school achievement

This paper provides empirical evidence on sibling spillover effects in school achievement using administrative data on 230,000 siblings in England. We extend previous strategies to identify peer effects by exploiting the variation in school test scores across subjects observed at ages 11 and 16 as well as variation in peer quality between siblings. We find a statistically significant positive spillover effect from the older to the younger sibling. Sibling spillovers account for a non‐negligible proportion of the attainment gap between low‐ and higher income pupils in England.     

Autocorrelation in daily short-sale volume

While Diether, Lee, and Werner (2009) find that daily shorting activity is serially correlated, this study uses more formal tests and finds significant first-order autocorrelation in daily short volume. Contrary to prior research that suggests that autocorrelation in total trade volume is explained by the flow of information into prices, our tests indicate that the information contained in short sales is decreasing in the level of autocorrelation. In additional tests, we do not find that short-sale constraints explain the presence of autocorrelation. However, our tests do provide evidence that the level of autocorrelation in daily short volume is highest in stocks that are least liquid suggesting that illiquidity might explain the presence of autocorrelation.     

The influence of school size,principal characteristics and school management practices on educational performance: An efficiency analysis of Italian students attending middle schools

The aim of the paper is to identify which among the aspects that relate to the composition of the student body, school (district) size, management practices and the school principals' own characteristics are associated with the performance of Italian students at grade 8, measured through standardised test scores in reading and mathematics. The analysis makes use of a student-level efficiency model, and several school level variables are included as explanators for efficiency scores. The results show that, especially for reading, the most influential variables relate to the composition of the student body, while the students' performance in mathematics is partly correlated with the management practices adopted by the school principal/head teacher. Schools and schooling can only explain a minor part of the variance in achievement scores, however, and the characteristics of the students themselves play the most significant role.     

Nonparametric Methods for Evaluating Economic Efficiency and Imperfect Competition

This article unifies and extends ideas from nonparametric production analysis and DEA for testing organizational efficiency. We show how the admissible price set can be restricted to account for prior information on prices. These restrictions may relate prices to input and output quantities in order to test noncompetitive behavior of the evaluated decision making unit. While the resulting efficiency tests cannot always be cast into linear programming problems, we discuss various solution strategies for the tests. Thereby we consider the question when does local optimality of the result guarantee global optimality. We also show how the decision maker's preferences, for example ranking information, can be adopted into DEA models in a simple manner. Finally, the approach with price restrictions is illustrated with an application to test noncompetitive behavior of the pulp and paper industries in Finland.