Abstract: Community colleges today enroll over one-half of all college students nationwide or nearly 12 million students. And yet, fewer than 40% of those who start at a public two-year college earn any type of degree within six years. Even among those students who intend to complete a degree, only about one-third do so within six years.
Abstract: Accountability programs, including the one implemented by the No Child Left Behind Act of 2001, operate under the assumption that schools are inefficient -- that is, that schools can provide higher quality education without investing additional resources. These programs seek to make schools more efficient by using incentives. The state of North Carolina currently operates two independent incentive systems for public schools.
Causal Inference in Education Research Seminar (CIERS)
Join EPI's scholars at 27 roundtables, panels and poster sessions, and help us to celebrate Susan Dynarski's selection as the recipient of APPAM's Spencer Award for transformative work in education policy research.
Abstract The case for a national effort to create core standards grows stronger by the day. Currently, 50 states have 50 standards, and most states are setting the bar as low as possible in order to comply with the Adequate Yearly Progress (AYP) requirements of NCLB. Half the states have set fourth-grade reading benchmarks so low that they fall beneath even the most basic level on the National Assessment of Educational Progress.
Free and open to the public Teach For America (TFA) is an important but controversial source of teachers for hard-to-staff subjects in high-poverty U.S. schools. We present findings from the first large-scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math teachers in the same schools, increasing student math achievement by 0.07 standard deviations over one school year.
Causal Inference in Education Research Seminar (CIERS)
The Ford+SPPG Conference is an annual student-led policy conference among students at the School of Public Policy and Governance (SPPG) at the University of Toronto and the Gerald R. Ford School of Public Policy. It’s a great opportunity to further your understanding of multi-stakeholder and cross-border policy collaboration and implementation – and have fun in the process! At the conclusion of the weekend, a panel of faculty judges will select the best proposal.
This event is open to Ford School students, faculty, and staff, and guests of the Center for Public Policy in Diverse Societies. The Diversity Center hosts Professor Sara Soderstrom and her research team for an interactive discussion on how racial and other social identifies affect student feelings of inclusion on the University of Michigan’s campus.
Causal Inference in Education Research Seminar (CIERS)
