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Teacher-Student Matching and the Assessment of Teacher Effectiveness
- Charles T. Clotfelter, Helen F. Ladd, Jacob L. Vigdor
- The Journal of Human Resources
- 1 January 2006
Administrative data on fifth grade students in North Carolina shows that more highly qualified teachers tend to be matched with more advantaged students, both across schools and in many cases within… Expand
The Rise and Decline of the American Ghetto
This paper examines segregation in American cities from 1890 to 1990. From 1890 to 1940, ghettos were born as blacks migrated to urban areas and cities developed vast expanses filled with almost… Expand
Teacher Credentials and Student Achievement: Longitudinal Analysis with Student Fixed Effects.
Abstract We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student… Expand
How and Why Do Teacher Credentials Matter for Student Achievement?
Education researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still… Expand
When are Ghettos Bad? Lessons from Immigrant Segregation in the United States
Recent studies provide conflicting evidence on the connection between ethnic or racial neighborhood segregation and outcomes. Some studies find that residence in an enclave is beneficial, some reach… Expand
Is the Melting Pot Still Hot? Explaining the Resurgence of Immigrant Segregation
This paper uses decennial Census data to examine the residential integration of the foreign born in the United States between 1910 and 2000. Immigrant segregation declined in the first part of the… Expand
Who teaches whom? Race and the distribution of novice teachers
Abstract This paper focuses on one potentially important contributor to the achievement gap between black and white students, differences in their exposure to novice teachers. We present a model that… Expand
Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina
For a three-year time period beginning in 2001, North Carolina awarded an annual bonus of $1800 to certified math, science and special education teachers working in public secondary schools with… Expand
High Poverty Schools and the Distribution of Teachers and Principals. Sanford Working Paper Series. SAN06-08.
- Charles T. Clotfelter, Helen F. Ladd, Jacob L. Vigdor, Justine Wheeler
- Political Science
- 1 December 2006
Although many factors combine to make a successful school, most people agree that quality teachers and school principals are among the most important requirements for success, especially when success… Expand
Peer Effects in North Carolina Public Schools
We use administrative data covering all public school students in the state of North Carolina to estimate the relationship between peer characteristics and student achievement. In models defining… Expand