- To what extent are value added assessments (VAA) estimates of teacher and school performance affected by summer learning differences?
- Can any summer effect be ameliorated without biannual assessments (i.e., fall and spring) using control covariates that are typically available to school districts, such as student demographics and contextual characteristics of classrooms and schools?
- To what degree does including summer in VAA estimates result in biases against teachers and schools serving low income and ethnic minority children?
Evaluates two public school assignment policies (open enrollment & mandatory choice, not using race or ethnicity in assignment) using data from CMS.
Studies the relationship between racial composition and achievement using the 2003 and 2005 NAEP data.
When Opting Out is not a Choice: Implications for NCLB's Transfer Option from Charlotte, North Carolina
Examines the implementation and early outcomes of No Child Left Behind’s voluntary transfer option for the Charlotte-Mecklenburg School after end of court-mandated desegregation.
Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools
Association between racial segregation and the percentage of students passing high-stakes test in Florida’s schools.
Provide evidence on the expected effects of NCLB not only on student performance but also on other potential consequences. Controlled for student and school characteristics.
High-Stakes Accountability and Equity: Using Evidence from California's Public Schools Accountability Act to Address the Issues in Williams v. State of California
Analyzes the relationship between the school resources identified in the Williams case -teachers, textbooks, and facilities- and the state’s main measure of school performance.
Examines the incentives created by NCLBA