ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Vouchers Lead to Sorting under Random Private-School Selection? Evidence from the Milwaukee Voucher Program. Staff Report No. 379
Author: Chakrabarti, Rajashri
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Private Schools,Family Income,Educational Vouchers,School Choice,Admission Criteria,Socioeconomic Influences,Ability Grouping,Costs,Selective Admission,Enrollment,Mothers,Parent Influence,Educational Attainment,Parent School Relationship,Parent Participation,Expectation,Scores,Parent Child Relationship,Social Stratification,Reading Achievement,Mathematics Achievement

This paper analyzes the impact of voucher design on student sorting in the application  and enrollment phases of parental choice. More specifically, it investigates whether there  are feasible ways of designing vouchers that can reduce or eliminate student sorting in  these phases. Much of the existing literature investigates the question of sorting where  private schools can screen students. However, the publicly funded U.S. voucher programs require private schools to accept all students unless oversubscribed and to pick students randomly if oversubscribed. This paper focuses on two crucial features of the Milwaukee voucher program--random private school selection and the absence of topping up of vouchers. In the context of a theoretical model, it argues that random private school selection coupled with the absence of topping up can preclude sorting by income in the application stage, although there is still sorting by ability. This design can avert sorting by ability in the enrollment stage, but revelation of new monetary costs (as has been the case in Milwaukee) can lead to sorting by income. Using a logit model and student-level data from the Milwaukee voucher program for 1990-94, the study finds strong and robust evidence that this indeed has been the case in reality. These findings have important implications for voucher design and policy. (Contains 13 tables, 6 figures and 23 footnotes.)
Is Economics Coursework, or Majoring in Economics, Associated with Different Civic Behaviors? Staff Report No. 450
Author: Allgood, Sam
Date: 2010-05-00
Type: Reports - Research
Subjects: Economics Education,Business Administration Education,College Graduates,Public Colleges,Majors (Students),Citizen Participation,Voting,Volunteers,Political Affiliation,Attitudes,Public Policy

Studies regularly link levels of educational attainment to civic behavior and attitudes, but only a few investigate the role played by specific coursework. Using data collected from students who attended one of four public universities in our study, we investigate the relationship between economics coursework and civic behavior after graduation. Drawing from large samples of students in economics, business, or general majors, we compare responses across the three groups and by the number of undergraduate economics courses completed. We find that undergraduate coursework in economics is strongly associated with political party affiliation and with donations to candidates or parties, but not with the decision to vote or not vote. Nor is studying economics correlated with the likelihood (or intensity of) volunteerism. While we find that the civic behavior of economics majors and business majors is similar, it appears that business majors are less likely than general majors to engage in time-consuming behaviors such as voting and volunteering. Finally, we extend earlier studies that address the link between economics coursework and attitudes on public policy issues, finding that graduates who studied more economics usually reported attitudes closer to those expressed in national surveys of U.S. economists. Interestingly, we find the public policy attitudes of business majors to be more like those of general majors than of economics majors. (Contains 6 tables and 16 footnotes.)
Effect of Constraints on Tiebout Competition: Evidence from the Michigan School Finance Reform. Staff Report No. 471
Author: Chakrabarti, Rajashri
Date: 2010-09-00
Type: Reports - Research
Subjects: Educational Finance,Finance Reform,Local Government,Politics of Education,Taxes,Economic Impact,School District Autonomy,Expenditures,Educational Equity (Finance),Outcomes of Education,Incentives

This paper examines the effects of constraints in a Tiebout framework applied to school finance reforms. We use data from Michigan, which enacted a comprehensive school finance reform in 1994 that, in effect, ended local discretion over school spending. This scenario affords us a unique opportunity to study the implications of imposing limits on local government's control over the quality of local public goods. We find that the reform was successful in overturning existing trends toward increased disparities. However, the reform also constrained the highest spending districts and was associated with negative effects on their subsequent educational outcomes. These results survive several sensitivity checks. Going behind the &quot;black box&quot; to look at whether the reform affected incentives and responses, we find that loss of discretion appeared to act as a strong disincentive to high-spending districts and, more generally, across the board. The performance improvements of the lowest spending districts were likely related to relative increases in spending rather than higher effort. This same finding is corroborated by results from an alternative strategy, which exploits differences in the nature of incentives faced by districts in more competitive areas versus those in less competitive areas. (Contains 14 tables, 5 figures and 29 footnotes.)
Do Colleges and Universities Increase Their Region's Human Capital? Staff Report No. 401
Author: Abel, Jaison R.
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Attainment,Research and Development,Colleges,Human Capital,Metropolitan Areas,Context Effect,Geographic Distribution,Human Geography,Skilled Workers

We investigate whether the degree production and research and development (R&D) activities of colleges and universities are related to the amount and types of human capital present in the metropolitan areas where the institutions are located. We find that degree production has only a small positive relationship with local stocks of human capital, suggesting that migration plays an important role in the geographic distribution of human capital. Moreover, we show that spillovers from academic R&D activities tilt the structure of local labor markets toward occupations requiring innovation and technical training. These findings demonstrate that colleges and universities raise local human capital levels by increasing both the supply of and demand for skill. (Contains 3 figures, 6 tables and 14 footnotes.)
Reflective Teaching in Teaching Social Skills: Utopia or Necessity?
Author: Usakli, Hakan
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Group Counseling,Reflective Teaching,Inservice Teacher Education,Psychoeducational Methods,Interpersonal Competence,Secondary School Teachers

Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction. They think of the objectives and the targets to be advanced, do objective observations, and then diversify the methods with respect to the classroom atmosphere. Reflective teaching is among the most popular practices studied recently. In this study, the value of reflective teaching for both the guidance practitioner (psychological counselor) and the teachers (secondary education teachers) is reported. Reflective teaching requires a lasting self-observation and self-evaluation in order to figure out both own and students' behaviors and responses. In this study, the effect of an application of reflective teaching in group counseling on teaching social skills is investigated. The teacher arranged a group counseling meeting with other teachers in order to give orientation to first grade secondary students. In the study, the researcher clarifies the importance of reflective teaching for teacher development. Instead of listening the teacher responses like &quot;They do not know&quot;, &quot;They are disregardful&quot;, &quot;They haven't learned&quot; or the whimpers like &quot;These are all utopia, here come and do yourself&quot;, it is better to explain them the reflective teaching as a counseling action. Although the reflective teaching is not common in our country, the professionals of this area found abroad, especially in United Kingdom and United States, can be invited to our country. In order to have a maximum efficacy, teachers should improve themselves for systematically researching the education context.
Impact of Voucher Design on Public School Performance: Evidence from Florida and Milwaukee Voucher Programs. Staff Report No. 315
Author: Chakrabarti, Rajashri
Date: 2008-01-00
Type: Reports - Research
Subjects: Public Schools,Program Effectiveness,Educational Vouchers,School Effectiveness,Educational Improvement,Improvement Programs,Effective Schools Research,School Restructuring,Program Descriptions,Program Design,Program Evaluation,Educational Assessment,Educational Indicators,Models,School Statistics,Multiple Regression Analysis,Achievement Gains

This paper examines the impact of vouchers in general and voucher design in particular on public school performance. It argues that all voucher programs are not created equal. There are often fundamental differences in voucher designs that affect public school incentives differently and induce different responses from them. It analyzes two voucher programs in the United States. The 1990 Milwaukee experiment can be looked upon as a &quot;voucher shock&quot; program that suddenly made low-income students eligible for vouchers. The 1999 Florida program can be looked upon as a &quot;threat of voucher&quot; program, in which schools getting an &quot;F&quot; grade for the first time are exposed to the threat of vouchers, but do not face vouchers unless and until they get a second &quot;F&quot; within the next three years. In the context of a formal theoretical model, the study argues that the threatened public schools will unambiguously improve under the Florida-type program, and this improvement will exceed that under the Milwaukee-type program. Using school-level scores from Florida and Wisconsin and a difference-in-differences estimation strategy in trends, it then shows that these predictions are validated empirically. These findings are reasonably robust in that they survive sensitivity checks including correcting for mean reversion and a regression discontinuity analysis. (Contains 12 tables, 3 figures and 62 footnotes.)
Rural Youth Education Project: Third Wave
Author: Center for Rural Pennsylvania
Date: 2010-08-00
Type: Reports - Research
Subjects: Rural Youth,Academic Aspiration,Rural Areas,Data Collection,Grade 11,Rural Education,High School Graduates,Longitudinal Studies,Career Choice,Educational Attainment,Rural Development,Educational Policy,Outcomes of Education,Place of Residence,Cohort Analysis

This study is designed to include four waves of data collection, conducted approximately every other year, beginning in 2004 and continuing through 2011. This report briefly describes the procedures used for the third wave of data collection, completed in 2008-2009, and the results from a sample of Pennsylvania's rural 11th grade youth and youth who are 3 years out of high school. As this is the third wave of data collection, key findings for Waves 1 through 3 only are addressed in this report. Results from this study will contribute to the understanding of the educational, career and residential choices of rural youth, how these are related, and how they are influenced by family, schools and communities. The results from the entire longitudinal study may be used in developing effective state and local policies that aim to promote youth educational aspirations and achievement, and, at the same time, promote viable rural communities where youth want to live as adults. (Contains 2 tables.) [This study was conducted by Diane K. McLaughlin, Mary Ann Demi and Anastasia R. Snyder.]
College Major Choice and the Gender Gap. Staff Report No. 364
Author: Zafar, Basit
Date: 2009-02-00
Type: Reports - Research
Subjects: Majors (Students),Females,Disproportionate Representation,Gender Differences,Males,Academic Ability,Expectation,Student Attitudes,Student Interests,Outcomes of Education,Parent Attitudes,Education Work Relationship,College Students,Graduation,Grade Point Average,Homework,Family Work Relationship,Social Status,Income

Males and females are markedly different in their choice of college major. Two main reasons have been suggested for the gender gap: differences in innate abilities and differences in preferences. This paper addresses the question of how college majors are chosen, focusing on the underlying gender gap. Since observed choices may be consistent with many combinations of expectations and preferences, I use a unique data set of Northwestern University sophomores that contains the students' subjective expectations about choice-specific outcomes. I estimate a choice model where selection of college major is made under uncertainty (about personal tastes, individual abilities, and realizations of outcomes associated with the choice of major). Enjoying coursework, finding fulfillment in potential jobs, and gaining the approval of parents are the most important determinants in the choice of college major. Males and females have similar preferences while in college, but their preferences diverge in terms of the workplace: Nonpecuniary outcomes at college are most important in the decisions of females, while pecuniary outcomes realized at the workplace explain a substantial part of the choice for males. I decompose the gender gap into differences in beliefs and preferences. Gender differences in beliefs about academic ability explain a small and insignificant part of the gap, a finding that allows me to rule out low self-confidence as a possible explanation for females' underrepresentation in the sciences. Conversely, most of the gender gap is the result of differences in beliefs about enjoying coursework and differences in preferences. Survey Excerpt is appended. (Contains 17 tables, 2 figures and 42 footnotes.)
Rural Leaders and Leadership Development in Pennsylvania
Author: Williams, Lee L.
Date: 2011-01-00
Type: Reports - Research
Subjects: Focus Groups,Rural Areas,Conflict Resolution,Educational Opportunities,Leadership,Rural Development,Leadership Training,Interviews,Leadership Effectiveness,Informal Education,Leaders,Leadership Responsibility,Administrator Characteristics,Educational Needs

Throughout Pennsylvania, rural residents have taken on leadership roles to support and promote their communities and their residents. The challenges these leaders face continue to become more complex, as economic, political, social, cultural and even global forces influence local events. This research was conducted to understand how a sample of rural residents assumed their leadership roles and how they developed their skills to address the ever increasing challenges that impact their communities. To conduct the study, the researchers first reviewed literature on the general models and principles of leadership. Next, they conducted in-depth interviews with rural leaders from across the state. The interview questions, both structured and unstructured, focused on the respondent's leadership skills and skill sets, career background, and leadership experiences. The researchers also conducted a focus group with six emerging rural leaders who were participating in a county-wide, state-sponsored leadership program. The researchers used the results of the literature review, the interviews and the focus group to: document the skills and personal attributes needed to be effective rural leaders; emphasize the role formal and informal training and education play in the development of rural leaders; and identify program considerations related to rural leadership development in Pennsylvania. According to the research results, rural leaders see a clear need for improved training and educational opportunities to learn the skills and tasks specific to their position, which included budgeting, decision-making, conflict resolution, meeting facilitation, and community building. (Contains 2 figures.)
Human Capital and Economic Activity in Urban America. Staff Report No. 332
Author: Abel, Jaison R.
Date: 2010-02-00
Type: Reports - Research
Subjects: Human Capital,Information Technology,Metropolitan Areas,Economic Development,College Graduates,Graduation,Income,Knowledge Level,Industry,Productivity,Urban Areas,Population Trends,Census Figures,Economic Climate

We examine the relationship between human capital and economic activity in U.S. metropolitan areas, extending the literature in two ways. First, we utilize new data on metropolitan area GDP to measure economic activity. Results show that a one-percentage-point increase in the proportion of residents with a college degree is associated with about a 2 percent increase in metropolitan area GDP per capita. Second, we develop measures of human capital that reflect the types of knowledge within U.S. metropolitan areas. Regional knowledge stocks related to the provision of producer services and information technology are important determinants of economic vitality. (Contains 6 tables, 1 figure and 17 footnotes.)
At Risk Youth: A Transitory State? Longitudinal Surveys of Australian Youth. Briefing Paper 24
Author: Anlezark, Alison
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Disadvantaged,Labor Market,Young Adults,Youth,Education Work Relationship,Data Analysis,Work Experience,Foreign Countries,At Risk Persons,Intervention,Transitional Programs,Unemployment,Incidence,Graduation,Part Time Employment,Dropouts,Gender Differences,Student Attitudes,Student Characteristics

By definition, youth transitions involve young people moving between school, post-school study and employment. It is a time of flux, as young people try out different school, post-school work and study options. But are those who don't find work immediately likely to make a poor transition? Given that many may well have a spell out of the labour force, everyone needs to understand when this becomes a risk factor. This briefing paper draws on related research and some primary data analysis to consider whether being &quot;at risk&quot; is a permanent or transitory state. It suggests that, rather than counting the numbers of young people who are detached from work, study or other meaningful activities, everyone should focus on those who remain disconnected. It is important to be able to identify who may be most &quot;at risk&quot; of an unsuccessful transition to ensure that targeted and appropriate interventions can be implemented. Young people who accumulate disadvantage through poor literacy and numeracy and who are uninterested in school appear particularly vulnerable. They tend to leave school early and suffer disproportionally in the labour market. If this detachment from work or study continues for an extended period of time, the young person's inability to develop employability skills and their lack of work experience adversely affect their prospects of future employment. This is detrimental not only to the individual but also to the nation's productivity. Therefore, programs which help young people to make smoother and faster transitions into further study or employment are important. (Contains 6 tables, 3 figures and 4 footnotes.)
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 4

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Atlanta Public Schools' student achievement in reading. In 2009, the average score of fourth-grade students in Atlanta was 209. This was not significantly different from the average score of 210 for public school students in large cities; The average score for students in Atlanta in 2009 (209) was not significantly different from their average score in 2007 (207) and was higher than their average score in 2002 (195). In 2009, the score gap between students in Atlanta at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 2002 (48 points). The percentage of students in Atlanta who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2009. This percentage was greater than that in 2007 (18 percent) and was greater than that in 2002 (12 percent). The percentage of students in Atlanta who performed at or above the NAEP &quot;Basic&quot; level was 50 percent in 2009. This percentage was not significantly different from that in 2007 (48 percent) and was greater than that in 2002 (35 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]
The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Educational Assessment,Educational Improvement,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,National Programs,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,School Districts,Scores,Statistical Analysis,Student Evaluation,Time Perspective,Urban Areas,Urban Education,Urban Schools,Grade 4

Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Austin Independent School District's student achievement in reading. In 2009, the average score of fourth-grade students in Austin was 220. This was higher than the average score of 210 for public school students in large cities. The average score for students in Austin in 2009 (220) was not significantly different from their average score in 2007 (218) and was not significantly different from their average score in 2005 (217). In 2009, the score gap between students in Austin at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2005 (50 points). The percentage of students in Austin who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2009. This percentage was not significantly different from that in 2007 (30 percent) and was not significantly different from that in 2005 (28 percent). The percentage of students in Austin who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was not significantly different from that in 2005 (61 percent). [For the main report, &quot;The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459&quot;, see ED509806.]