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Wolf, Patrick J.; McShane, Michael – Education Finance and Policy, 2013
School voucher programs have become a prominent aspect of the education policy landscape in the United States. The DC Opportunity Scholarship Program is the only federally funded voucher program in the United States. Since 2004 it has offered publicly funded private school vouchers to nearly four thousand students to attend any of seventy-three…
Descriptors: Cost Effectiveness, Educational Vouchers, Federal Aid, Private Schools
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Chakrabarti, Rajashri – Education Finance and Policy, 2013
Florida's 1999 A-plus program was a consequential accountability program that embedded vouchers in an accountability regime. Under Florida rules, scores of students in several special education (ESE) and limited English proficient (LEP) categories were not included in the computation of school grades. One might expect these rules to induce F…
Descriptors: Accountability, Educational Vouchers, Testing, Special Education
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Antonovics, Kate; Backes, Ben – Education Finance and Policy, 2013
This paper uses student-level data to investigate how the college application behavior of underrepresented minorities (URMs) changed in response to the 1998 end of affirmative action in admissions at the University of California (UC). We show that all URMs experienced a drop in their probability of admission to at least one UC campus. However, the…
Descriptors: Affirmative Action, Minority Group Students, College Applicants, Behavior Change
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Polikoff, Morgan S.; Wrabel, Stephani L. – Education Finance and Policy, 2013
Debate over the design of state and federal accountability systems is an important ongoing issue for policy makers. As we move toward next-generation accountability through No Child Left Behind's (NCLB) waivers and reauthorization drafts, it is important to understand the implementation and effects of key elements of prior accountability systems.…
Descriptors: Educational Indicators, Federal Programs, Accountability, Federal Legislation
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Baker, Bruce D.; Taylor, Lori; Levin, Jesse; Chambers, Jay; Blankenship, Charles – Education Finance and Policy, 2013
Federal and state governments in the United States make extensive use of student poverty rates in compensatory aid programs like Title I. Unfortunately, the measures of student poverty that drive funding allocations under such programs are biased because they fail to reflect geographic differences in the cost of living. In this study, we construct…
Descriptors: Poverty, Rural Urban Differences, Geographic Distribution, Geographic Location
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Fuller, Sarah C.; Ladd, Helen F. – Education Finance and Policy, 2013
We use North Carolina data to explore whether the quality of teachers in the lower elementary grades (K-2) falls short of teacher quality in the upper grades (3-5) and to examine the hypothesis that school accountability pressures contribute to such quality shortfalls. Our concern with the early grades arises from recent studies highlighting how…
Descriptors: Teacher Effectiveness, Comparative Analysis, Accountability, Federal Legislation
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Bastian, Kevin C.; Henry, Gary T.; Thompson, Charles L. – Education Finance and Policy, 2013
To address gaps in achievement between more- and less-affluent students, states and districts need to ensure that high-poverty students and schools have equitable access to educational resources. Traditionally, assessments of resource equity have focused on per-pupil expenditures and more proximal inputs, such as teacher credentials and class…
Descriptors: Achievement Gap, Poverty, School District Wealth, Fiscal Capacity
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Brewer, Dominic J.; Killeen, Kieran M.; Welsh, Richard O. – Education Finance and Policy, 2013
This brief utilizes case study methodology to illustrate the role of governance in educational accountability systems. Most research on the effectiveness of such systems has focused on technical components, such as standards-setting, assessments, rewards and sanctions, and data collection and reporting. This brief seeks to demonstrate that this…
Descriptors: Case Studies, Governance, Accountability, School Administration
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Cunningham, Deborah H.; Wyckoff, Jim – Education Finance and Policy, 2013
Policy makers and researchers are intrigued with but also frequently frustrated by each other. Although these differences are understandable and predictable, it is clear that research on a variety of educational issues has been both influential and valuable in the development of policy and practice. There is much to suggest that researchers and…
Descriptors: Public Officials, Researchers, Cooperation, Interpersonal Relationship
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Goldhaber, Dan; Theobald, Roddy – Education Finance and Policy, 2013
Over 2,000 teachers in the state of Washington received reduction in force (RIF) notices across the 2008-09 and 2009-10 school years. We link data on these RIF notices to an administrative data set that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF…
Descriptors: Job Layoff, Teachers, Prediction, Employment Level
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Cowen, Joshua M.; Winters, Marcus A. – Education Finance and Policy, 2013
We analyze patterns of teacher attrition from charter schools and schools in the traditional public sector. Using rich data on students, teachers, and schools in Florida, we estimate teacher effectiveness based on repeated test scores reported at the student level for each teacher over time. Among all teachers, those in charter schools appear more…
Descriptors: Charter Schools, Public Schools, Teacher Persistence, Faculty Mobility
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Artz, Benjamin; Welsch, David M. – Education Finance and Policy, 2013
This article uses longitudinal student-level data from the American University of Sharjah, a large comprehensive university in the Middle East, to examine the relationship between student evaluations of teachers and current and future student achievement. Our model strategies control for the observed and unobserved heterogeneity of students and…
Descriptors: Academic Achievement, College Students, Student Evaluation of Teacher Performance, Grade Point Average
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Kasman, Matthew; Loeb, Susanna – Education Finance and Policy, 2013
The assertion that choice-driven competition between schools will improve school quality rests on several largely unexamined assumptions. One is that choice increases the competitive pressure experienced by school leaders. A second is that schools will seek to become more effective in response to competitive pressure. In this article, we use…
Descriptors: Competition, Principals, Administrator Attitudes, School Choice
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Mihaly, Kata; McCaffrey, Daniel; Sass, Tim R.; Lockwood, J. R. – Education Finance and Policy, 2013
We consider the challenges and implications of controlling for school contextual bias when modeling teacher preparation program effects. Because teachers are not randomly distributed across schools, failing to account for contextual factors in achievement models could bias preparation program estimates. Including school fixed effects controls for…
Descriptors: Teacher Education Programs, Teacher Education, Program Evaluation, Context Effect
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Startz, Richard – Education Finance and Policy, 2012
Education reform advocates who base policy decisions on empirical research often face the argument that because background variables explain so much of student outcomes, it follows that policy interventions cannot be effective. This policy brief explains the logical fallacy in the argument, illustrating with two examples, one taken from the…
Descriptors: Program Evaluation, Misconceptions, Teacher Effectiveness, Class Size
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