Learn More
This paper uses data from a randomized housing-mobility experiment to study the effects of relocating families from high-to low-poverty neighborhoods on juvenile crime. Outcome measures come from juvenile arrest records taken from government administrative data. Our ndings seem to suggest that providing families with the opportunity to move to lower-poverty(More)
This paper examines the effects of different child-care arrangements on children’s cognitive and social proficiencies at the start of kindergarten. Using data from the Early Childhood Longitudinal Study, we identify effects using OLS, matching and instrumental variables estimates. Overall, center-based care raises reading and math scores, but has a negative(More)
This paper explores a little-understood aspect of labor markets, their spatial geography. Using data from New York State, we find teacher labor markets to be geographically very small. Teachers express preferences to teach close to where they grew up and, controlling for proximity, they prefer areas with characteristics similar to their hometown. We discuss(More)
Young children in poor communities are spending more hours in nonparental care because of policy reforms and expansion of early childhood programs. Studies show positive effects of high-quality center-based care on children's cognitive growth. Yet, little is known about the effects of center care typically available in poor communities or the effects of(More)
This study explores the effects of the social context of Chapter 1 prekindergarten classrooms on children's learning. Chapter 1 (also called Title I) is a federal government preschool program directed at children in low-income schools who are at risk of later school failure. Using hierarchical linear modeling (HLM) and a sample of 677 4-year-olds in 55(More)
A large literature finds substantial variation in teachers' effects on student achievement. Moreover, this research finds that little of this variation in effectiveness can be explained by traditional measures of quality, such as years of teaching experience. There remains, however, a gap in our understanding of how the choice of test measure—and teachers'(More)
editor Sandip Sinharay, and three anonymous referees for their helpful comments and suggestions. The authors are solely responsible for the content of this paper. Abstract Test-based accountability as well as value-added assessments and much experimental and quasi-experimental research in education rely on achievement tests to measure student skills and(More)
While the importance of effective principals is undisputed, few studies have identified specific skills that principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers, and parents with rich administrative data to determine which principal skills correlate most highly(More)
participants at the APPAM and AEFA conferences and three anonymous reviewers provided helpful comments on an earlier draft. We appreciate financial support from the Urban Institute. The views expressed in the paper are solely those of the authors and may not reflect those of the funders or the National Bureau of Economic Research. ABSTRACT The gap between(More)