The Education Policy Initiative (EPI) is a program within the Ford School that brings together nationally-recognized education policy scholars focused on the generation and dissemination of policy-relevant education research.
Abstract In developing countries, rising incomes, increased demand for more skilled labor, and government investments of considerable resources on building and equipping schools and paying teachers have contributed to some global convergence in enrollment rates and completed years of schooling but substantial education gaps persist, such as between rural and urban households and also between males and females, in some settings. To address these gaps, some governments have introduced school vouchers or cash transfers programs that are targeted to disadvantaged children.
David Deming will present his study of the implementation of an open enrollment public school choice plan in Charlotte-Mecklenburg school district (CMS) in 2002. Students were guaranteed admission to their home school but could apply to as many as 3 other public schools in the district. Where demand for slots exceeded supply, assignment was determined by randomized lottery. Deming finds significant benefits of school choice for students who come from neighborhoods that are assigned to very low performing schools.
Abstract As a new administration takes the reins of the federal education research enterprise, the former director of federal education research, evaluation, and statistics will reflect on his experience in leading a research agency within the Bush administration that maintained its independence and integrity, and will offer his thoughts on what must be done to strengthen education research further so as to provide practitioners and policymakers with the knowledge to improve education outcomes substantially.
'Assessed by a Teacher Like Me: Race, Gender, and Subjective Evaluations.' Amine Ouazad, Assistant Professor of Economics and Political Science, INSEAD. 3rd Floor Seminar Room, Weill Hall, 735 South State Street. See the paper.
Dr. Pianta is Dean of the Curry School of Education, as well as the Novartis Professor of Education and Director of the Center for Advanced Study of Teaching and Learning, University of Virginia. A former special education teacher, Dr. Pianta's research focuses on investigating the effects of schooling on children's social and academic outcomes and on improving school and classroom experiences through teachers' professional development. He has been involved in developing observational assessments of classrooms and observationally-based systems for professional development. Dr.
Abstract: Teacher Preparation and Student Achievement: This research project describes the recent changes in the routes into teaching in New York City. It assesses the effects of these changes on the distribution of teachers across schools and the academic achievement of students. It then looks more closely at the preparation of teachers in the district and estimates the effects of characteristics of this preparation on teachers' value-added to student achievement in their first two years of teaching.
Abstract: The challenges facing K-12 public education systems in Michigan and throughout the U.S. are formidable, and seem to grow more complex by the day. Issues related to globalization, federal oversight through the No Child Left Behind law, unfunded state mandates, aging infrastructure, and many more, are putting pressure on K-12 public school systems even while calls to improve student achievement and public education accountability grow from all quarters.
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: We analyze all but a few of the 47 charter schools operating in New York City in 2005-06. The schools tend to locate in disadvantaged neighborhoods and serve students who are substantially poorer than the average public school student in New York City. The schools also attract black applicants to an unusual degree, not only relative to New York City but also relative to the traditional public schools from which they draw.
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.
This talk will show how children’s chances of climbing the income ladder vary across neighborhoods, analyze the sources of racial disparities in intergenerational mobility, and discuss the role of higher education in creating greater income mobility.
Causal Inference in Education Research Seminar (CIERS)
About CIERS The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies. This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress.
OverviewThe goal of this conference is to provide school district leaders and EPIresearchers an opportunity to exchange ideas and to brainstorm about potential collaborations. Researchers will present case studies of academic studies that have been conducted in collaboration with school districts, with a special focus on the research process.
Causal Inference in Education Research Seminar (CIERS)
Sarah Cohodes will present work with Elizabeth Setren and Chris Walters titled "Can Successful Schools Replicate? Scaling Up Boston’s Charter School Sector."AbstractIn a climate of school turnarounds, charter school conversions, and new school openings, an important question is whether schools that boost student outcomes can reproduce their success at new campuses. We study a policy reform that allowed effective charter schools in Boston, Massachusetts to replicate their school models at new locations. Estimates based on randomized admission lotteries show that replicate charter schools generate large achievement gains on par with those produced by their parent campuses. The average effectiveness of Boston’s charter middle school sector increased after the reform despite a doubling of charter market share.
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)
