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This paper describes a series of school-based randomized trials in over 250 urban schools designed to test the impact of financial incentives on student achievement. In stark contrast to simple economic models, our results suggest that student incentives increase achievement when the rewards are given for inputs to the educational production function, but(More)
Harlem Children's Zone (HCZ), an ambitious social experiment, combines community programs with charter schools. We provide the first empirical test of the causal impact of HCZ charters on educational outcomes. Both lottery and instrumental variable identification strategies suggest that the effects of attending an HCZ middle school are enough to close the(More)
Individual differences in spatial skill emerge prior to kindergarten entry. However, little is known about the early experiences that may contribute to these differences. The current study examined the relation between children's early puzzle play and their spatial skill. Children and parents (n = 53) were observed at home for 90 min every 4 months (6(More)
The authors evaluated the research base relative to technology use with deaf and hard of hearing students, examining 29 peer-reviewed studies published January 2000-August 2013 that used technology-based intervention (multimedia instructional applications/software) and investigating its effects on academic variables (academic skills used in instructional(More)
  • Gertrude Tinker Sachs, Terry Fisher, Joanna Cannon, Tinker Sachs, G Fisher, T Cannon
  • 2016
Collaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of(More)
The aim of the current study was to gather validation evidence for the Comprehension of Written Grammar (CWG; Easterbrooks, 2010) receptive test of 26 grammatical structures of English print for use with children who are deaf and hard of hearing (DHH). Reliability and validity data were collected for 98 participants (49 DHH and 49 hearing) in Grades 2-6.(More)
EdPolicyWorks working papers are available for comment and discussion only. They have not been peer-reviewed. at the New York City Department of Education for providing the data employed in this paper and for answering questions about the NYCDOE tenure policy. We appreciate financial support from the National Center for the Analysis of Longitudinal Data in(More)
However studies indicate that technology, frequently used during instruction with students who are deaf or In a review of research-based studies, we found that most instruction in classes of deaf and hard of hearing students included use of multiple facets of technology (Beal-Alvarez & Cannon, 2014). This may be advantageous because technology allows a(More)
The usual caveat applies. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research. ABSTRACT This paper describes a series of school-based randomized trials in over 250 urban schools designed to test the impact of financial incentives on student achievement. In stark contrast to(More)
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