Education Finance and Policy

2006 - 2025

Current editor(s): Stephanie Riegg Cellini and Randall Reback

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Volume 8, issue 4, 2013

Where You Come From or Where You Go? Distinguishing Between School Quality and the Effectiveness of Teacher Preparation Program Graduates pp. 459-493

Kata Mihaly, Daniel McCaffrey, Tim Sass and J. R. Lockwood

Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs pp. 494-527

Dan Goldhaber and Roddy Theobald

School-Based Accountability and the Distribution of Teacher Quality Across Grades in Elementary School pp. 528-559

Sarah C. Fuller and Helen Ladd

Incorporating Access to More Effective Teachers into Assessments of Educational Resource Equity pp. 560-580

Kevin C. Bastian, Gary T. Henry and Charles L. Thompson

The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns pp. 581-601

Daphna Bassok, Maria Fitzpatrick, Susanna Loeb and Agustina Paglayan

Volume 8, issue 3, 2013

Policy Makers and Researchers Schooling Each Other: Lessons in Educational Policy from New York pp. 275-286

Deborah H. Cunningham and James Wyckoff

The Problem with Briefs, in Brief pp. 287-299

Carrie Conaway

Multi-Track Year-Round Schooling as Cost Saving Reform: Not Just a Matter of Time pp. 300-315

Jennifer Graves, Steven McMullen and Katy Rouse

Funding Special Education by Total District Enrollment: Advantages, Disadvantages, and Policy Considerations pp. 316-331

Elizabeth Dhuey and Stephen Lipscomb

Learning from Experience? Evidence on the Impact and Distribution of Teacher Experience and the Implications for Teacher Policy pp. 332-348

Jennifer King Rice

Financial Aid's Role in Meeting State College Completion Goals pp. 349-363

Nicholas W. Hillman and Erica Lee Orians

Undocumented College Students in the United States: In-State Tuition Not Enough to Ensure Four-Year Degree Completion pp. 364-377

Dylan Conger and Colin C. Chellman

The Role of Politics and Governance in Educational Accountability Systems pp. 378-393

Dominic J. Brewer, Kieran M. Killeen and Richard O. Welsh

Adjusted Poverty Measures and the Distribution of Title I Aid: Does Title I Really Make the Rich States Richer? pp. 394-417

Bruce D. Baker, Lori Taylor, Jesse Levin, Jay Chambers and Charles Blankenship

Value Added and Its Uses: Where You Stand Depends on Where You Sit pp. 418-434

Sean Corcoran and Dan Goldhaber

The Strategic Data Project's Strategic Performance Indicators pp. 435-456

Lindsay C. Page, Jon Fullerton, Andrew Bacher-Hicks, Antoniya Owens, Sarah Cohodes, Martin R. West and Sarah Glover

Volume 8, issue 2, 2013

Accountability with Voucher Threats, Responses, and the Test-Taking Population: Regression Discontinuity Evidence from Florida pp. 121-167

Rajashri Chakrabarti

If You Build it Will They Come? Teachers’ Online Use of Student Performance Data pp. 168-207

John H. Tyler

Were Minority Students Discouraged from Applying to University of California Campuses after the Affirmative Action Ban? pp. 208-250

Kate Antonovics and Ben Backes

When is 100% not 100%? The Use of Safe Harbor to Make Adequate Yearly Progress pp. 251-270

Morgan S. Polikoff and Stephani L. Wrabel

Volume 8, issue 1, 2013

Thirty-Seven and Counting: How Has AEFP Evolved from Its Origins? pp. 1-13

Carolyn D. Herrington

Do Charters Retain Teachers Differently? Evidence from Elementary Schools in Florida pp. 14-42

Joshua M. Cowen and Marcus A. Winters

Principals' Perceptions of Competition for Students in Milwaukee Schools pp. 43-73

Matthew Kasman and Susanna Loeb

Is the Juice Worth the Squeeze? A Benefit/Cost Analysis of the District of Columbia Opportunity Scholarship Program pp. 74-99

Patrick J. Wolf and Michael McShane

The Effect of Student Evaluations on Academic Success pp. 100-119

Benjamin Artz and David M. Welsch

Volume 7, issue 4, 2012

Increasing Time to Baccalaureate Degree in the United States pp. 375-424

John Bound, Michael Lovenheim and Sarah Turner

Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers pp. 425-454

Jason A. Grissom and Michelle Reininger

Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals pp. 455-488

Marisa Cannata and Mimi Engel

The Scope for Promoting Equal Opportunity in Education: Evidence from the Kibbutz pp. 489-515

Moshe Justman and Yaakov Gilboa

Volume 7, issue 3, 2012

The Qualifications and Classroom Performance of Teachers Moving to Charter Schools pp. 233-268

Celeste Carruthers

Effective Schools: Teacher Hiring, Assignment, Development, and Retention pp. 269-304

Susanna Loeb, Demetra Kalogrides and Tara Béteille

The Medium-Run Effects of Florida’s Test-Based Promotion Policy pp. 305-330

Marcus A. Winters and Jay P. Greene

Efficiency-Based Funding for Public Four-Year Colleges and Universities pp. 331-359

Thomas R. Sexton, Christie L. Comunale and Stephen C. Gara

Policy Evaluation versus Explanation of Outcomes in Education: That Is, Is It the Teachers? Is It the Parents? pp. 360-374

Richard Startz

Volume 7, issue 2, 2012

The Value of Experiments in Education pp. 107-123

Grover J. Whitehurst

Random Assignment within Schools: Lessons Learned from the Teach for America Experiment pp. 124-142

Steven Glazerman

Improving the Productivity of Education Experiments: Lessons from a Randomized Study of Need-Based Financial Aid pp. 143-169

Douglas Harris and Sara Goldrick-Rab

POINT/CounterPOINT: The View from the Trenches of Education Policy Research pp. 170-202

Dale Ballou, Matthew Springer, Daniel F. McCaffrey, J. R. Lockwood, Brian M. Stecher, Laura Hamilton and Matthew Pepper

The Measures of Effective Teaching Project: An Experiment to Build Evidence and Trust pp. 203-218

Steven M. Cantrell

Limitations of Experiments in Education Research pp. 219-232

Diane Schanzenbach

Volume 7, issue 1, 2012

In Light of the Limitations of Data-Driven Decision Making pp. 1-7

Susanna Loeb

Do More Effective Teachers Earn More Outside the Classroom? pp. 8-43

Matthew M. Chingos and Martin R. West

A Policy Analysis of the Federal Growth Model Pilot Program's Measures of School Performance: The Florida Case pp. 44-73

Michael J. Weiss and Henry May

Ability Sorting and the Importance of College Quality to Student Achievement: Evidence from Community Colleges pp. 74-105

Kevin Stange

Volume 6, issue 4, 2011

Lifting All Boats? Finance Litigation, Education Resources, and Student Needs in the Post-Rose Era pp. 455-485

David P. Sims

When the Bell Tolls: The Effects of School Starting Times on Academic Achievement pp. 486-507

Peter Hinrichs

School Finance Reform: Do Equalized Expenditures Imply Equalized Teacher Salaries? pp. 508-536

Meg Streams, J. Butler, Joshua Cowen, Jacob Fowles and Eugenia Toma

The Impact of Debt Limitations and Referenda Requirements on the Cost of School District Bond Issues pp. 537-556

Mary H. Harris and Vincent G. Munley

A Review of Gifted and Talented Education in the United States pp. 557-582

Rachana Bhatt

Volume 6, issue 3, 2011

The Wages of Failure: New Evidence on School Retention and Long-Run Outcomes pp. 293-322

Philip Babcock and Kelly Bedard

Local Demand for a School Choice Policy: Evidence from the Washington Charter School Referenda pp. 323-353

Sean Corcoran and Christiana Stoddard

Are Teachers' Unions Really to Blame? Collective Bargaining Agreements and Their Relationships with District Resource Allocation and Student Performance in California pp. 354-398

Katharine O. Strunk

Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field pp. 399-438

Charles T. Clotfelter, Helen Ladd and Jacob Vigdor

Teacher Layoffs: An Empirical Illustration of Seniority versus Measures of Effectiveness pp. 439-454

Donald Boyd, Hamilton Lankford, Susanna Loeb and James Wyckoff

Volume 6, issue 2, 2011

Impact of School Finance Reform on Resource Equalization and Academic Performance: Evidence from Michigan pp. 137-167

Joydeep Roy

Funding Special Education by Capitation: Evidence from State Finance Reforms pp. 168-201

Elizabeth Dhuey and Stephen Lipscomb

School Choice and the Branding of Catholic Schools pp. 202-245

Julie R. Trivitt and Patrick J. Wolf

More Choice, Less Crime pp. 246-266

Angela Dills and Rey Hernández-Julián

What Do AEFA Members Say? Summary of Results of an Education Finance and Policy Survey pp. 267-292

Leanna Stiefel, Amy Schwartz and Anne Rotenberg

Volume 6, issue 1, 2011

The Supply's the Limit: Meeting the Challenge of Knowledge and Capacity Constraints to Significant Educational Improvement pp. 1-17

Martin Orland

Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique pp. 18-42

Cory Koedel and Julian R. Betts

Can You Recognize an Effective Teacher When You Recruit One? pp. 43-74

Jonah E. Rockoff, Brian A. Jacob, Thomas J. Kane and Doug Staiger

Risk Aversion and Support for Merit Pay: Theory and Evidence from Minnesota's Q Comp Program pp. 75-104

Carl Nadler and Matthew Wiswall

Long-Run Trends in School Productivity: Evidence from Australia pp. 105-135

Andrew Leigh and Christopher Ryan