Journal of Policy Analysis and Management
Volume 29, Issue 3, Summer七一党课 2010
1. Title: Status versus growth: The distributional effects of school accountability policies 婚后协议
Authors: Helen F. Ladd, Douglas L. Lauen老人与海摘抄
Abstract: Although the federal No Child Left Behind program judges the effectiveness of schools bad on their students' achievement status, many policy analysts argue that schools should be measured, instead, by their students' achievement growth. Using a 10-year student-level panel data t from North Carolina, we examine how school-specific pressure associated with status and growth approaches to school accountability affect student achievement at different points in the prior-year achievement distribution. Achievement gains for students below the proficiency cut point emerge in schools failing either type of accountability standard, with the effects clearer for math than for reading. In c
ontrast to prior rearch highlighting the possibility of educational triage, we find little or no evidence that failing schools in North Carolina ignore the students far below proficiency under either approach. Importantly, we find that the status, but not the growth, approach reduces the reading achievement of higher performing students. Our analysis suggests that the distributional effects of accountability pressure depend not only on the type of pressure for which schools are held accountable (status or growth), but also the tested subject.
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2. Title: Do financial incentives help low-performing schools attract and keep academically talented teachers? Evidence from California
Authors: Jennifer L. Steele, Richard J. Murnane, John B. Willett
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Abstract: This study capitalizes on a natural experiment that occurred in California between 2000 and 2002. In tho years, the state offered a competitively allocated $20,000 incentive called the Governor's Teaching Fellowship (GTF) aimed at attracting academically talented, novice teachers to low-performing schools and retaining them in th
o schools for at least four years. Taking advantage of data on the career histories of 27,106 individuals who pursued California teaching licens between 1998 and 2003, we u an instrumental variable strategy to estimate the unbiad impact of the GTF on the decisions of recipients to begin working in low-performing schools within 2 years after licensure program enrollment. We estimate that GTF recipients would have been less likely to teach in low-performing schools than obrvably similar counterparts had the GTF not existed, but that acquiring a GTF incread their probability of doing so by 28 percentage points. Examining retention patterns, we find that 75 percent of both GTF recipients and nonrecipients who began working in low-performing schools remained in such schools for at least four years.
3. Title: The effects of the National School Lunch Program on education and health
Authors: Peter Hinrichs
Abstract: This paper estimates the effects of participating in the National School Lunch Program in the middle of the 20th century on adult health outcomes and educational attai
nment. I utilize an instrumental variables strategy that exploits a change in the formula ud by the federal government to allocate funding to the states. Identification is achieved by the fact that different birth cohorts were expod to different degrees to the original formula and the new formula, along with the fact that the change of the formula affected states differentially by per capita income. Participation in the program as a child appears to have few long-run effects on health, but the effects on educational attainment are sizable. The results may suggest that subsidized lunches induced children to attend school but displaced food consumption from other sources. Alternatively, the program may have had short-run health effects that dissipated over time but that facilitated higher educational attainment.
4. Title: Does supported employment work?
Authors: Melayne Morgan McInnes, Orgul Demet Ozturk, Suzanne McDermott, Joshua R. Mann
Abstract: Providing employment-related rvices, including supported employment throu
梅干菜蒸肉gh job coaches, has been a priority in federal policy since the enactment of the Developmental Disabilities Assistance and Bill of Rights Act in 1984. We take advantage of a unique panel data t of all clients rved by the South Carolina Department of Disabilities and Special Needs between 1999 and 2005 to investigate whether job coaching leads to stable employment in community ttings. The data contain information on individual characteristics, such as IQ and the prence of emotional and behavioral problems, that are likely to affect both employment propensity and likelihood of receiving job coaching. Our results show that unobrved individual characteristics and endogeneity strongly bias naive estimates of the effects of job coaching. However, even after correcting for the bias, an economically and statistically significant treatment effect remains.
5. Title: Financial aid and for-profit colleges: Does aid encourage entry?
岳母的故事Authors: Stephanie Riegg Cellini
Abstract: Concerns over rising college tuition and slow economic growth have brought re杭州天街
newed attention to the role of federal and state financial aid programs in opening access to education. Despite a large body of literature examining the effects of grant aid on four-year and public two-year college enrollment, for-profit colleges - particularly the vast majority that offer two-year degrees and certificates - have largely been ignored. Using panel data methods and a new administrative data t of for-profit colleges operating in California between 1989 and 2003, I asss the impact of the federal Pell Grant program, the G.I. Bill, and California's Cal Grant program on the net number of for-profit colleges per county. The results suggest that for both Pell and Cal Grants, increas in the per-student maximum award encourage for-profit entry. This relationship is particularly strong in counties with high adult poverty levels, where more students are eligible for aid. Further, the gains in the private ctor do not appear to come at the expen of the public ctor. Rather, public community colleges also experience enrollment gains as the generosity of Pell and Cal Grants increas, although this reaction appears to be weaker than the reaction of for-profits.
