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Year: 2006 Publisher: Washington, DC : U.S. Dept. of Education,
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Year: 2005 Publisher: [Washington, D.C.] : U.S. Dept. of Education, Office of Innovation and Improvement,
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Year: 2003 Publisher: Washington, DC : U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Statistics,
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ISBN: 9780415311175 0415311160 0415311179 9780415311168 Year: 2003 Publisher: London: Routledge,
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Year: 2003 Publisher: Washington, DC : U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Statistics,
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Year: 2019 Publisher: Cambridge, Massachusetts : National Bureau of Economic Research,
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The educational mismatch hypothesis asserts that students are hurt by affirmative action policies that place them in selective schools for which they wouldn't otherwise qualify. We evaluate mismatch in Chicago's selective public exam schools, which admit students using neighborhood-based diversity criteria as well as test scores. Regression discontinuity estimates for applicants favored by affirmative action indeed show no gains in reading and negative effects of exam school attendance on math scores. But these results are similar for more- and less-selective schools and for applicants unlikely to benefit from affirmative-action, a pattern inconsistent with mismatch. We show that Chicago exam school effects are explained by the schools attended by applicants who are not offered an exam school seat. Specifically, mismatch arises because exam school admission diverts many applicants from high-performing Noble Network charter schools, where they would have done well. Consistent with these findings, exam schools reduce Math scores for applicants applying from charter schools in another large urban district. Exam school applicants' previous achievement, race, and other characteristics that are sometimes said to mediate student-school matching play no role in this story.
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Year: 2000 Publisher: Cambridge, Mass. National Bureau of Economic Research
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This paper investigates whether schools that face stronger choice-based incentives have greater demand for certain teacher characteristics and (if so) which teacher characteristics. Schools that face choice-based incentives should demand teachers who raise a schools' ability to attract students. Thus, in the long term, school choice would affect who became (and remained) a teacher if it affected schools' demand for certain teacher characteristics. Using data on traditional forms of choice (Tiebout choice, choice of private schools) and a new survey of charter school teachers, this paper finds evidence that suggests that school choice would change the teaching profession by demanding teachers with higher quality college education, more math and science skills, and a greater degree of effort and independence.
Book
Year: 2006 Publisher: Washington, DC : U.S. Dept. of Education,
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ISBN: 0669045462 Year: 1982 Publisher: Lexington Lexington books
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ISBN: 1134386923 1134386931 0203425464 1280022531 0203423054 9780203423059 9780415311168 0415311160 9780415311175 0415311179 0415311160 0415311179 Year: 2003 Publisher: London ; New York : Routledge,
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Can parents send their children to private schools and still live up to their ideals? Can you be a good citizen and a good parent? These difficult questions, and many more, are raised and answered in this insightful and thought-provoking book.
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