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IES Grant

Title: Center for Analysis of Longitudinal Data in Education Research (CALDER)
Center: NCER Year: 2006
Principal Investigator: Hannaway, Jane Awardee: American Institutes for Research (AIR)
Program: National Research and Development Centers      [Program Details]
Award Period: 5 years Award Amount: $11,996,301
Goal: Multiple Goals Award Number: R305A060067
Description:

Topic: State and Local Education Policy

Purpose: Supported by a five-year, $10 million grant from the Institute for Education Sciences at the U.S. Department of Education, CALDER is a federally funded National Research and Development Center.

The center will harvest state and district administrative data on individual teachers and students for insights into how state and local policies, especially teacher policies, governance policies, and accountability policies affect teachers (e.g., who teaches what students) and students (e.g., academic achievement and attainment).

CALDER will mine the longitudinal databases that have emerged as educational systems face increased performance-based accountability. Comprehensive databases in Florida, Missouri, New York, North Carolina, Texas, and Washington state represent the initial core of the research focus.

Projects

Policies Regarding Teachers
Principal Investigator: Jane Hannaway, The Urban Institute
Previous research suggests that the quality of the teacher workforce available to students can affect student achievement. A major goal of the Center is thus to examine state and local policies that are implemented with regard to the hiring, compensation, certification, recruitment, retention, and assignment of teachers. These policies are then related to student achievement as measured through achievement exams, courses taken, and graduation rates.

Governance Policies and Community Conditions
Principal Investigator: Jane Hannaway, The Urban Institute
Other research questions of interest to the Center include governance policies, such as accountability and choice, as well as social and economic conditions of the community, such as changing demographics, the changing labor market, and resources. Of particular interest is the way in which such policies and conditions affect the quality of teachers available to different school systems, and how these in turn may affect student achievement.

Examination of State Databases
Principal Investigator: Jane Hannaway, The Urban Institute
The Center is using comprehensive education databases in Florida, Missouri, New York, North Carolina, Texas, and Washington to disentangle the effects of different policies by location. The Center also expects to make significant technical contributions to the field as it engages new, rich databases to help guide policymaking.

Key Personnel: Jane Hannaway, Donald Boyd, Damon Clark, Charles Clotfelter, David Figlio, Mark Ehlert, Dan Goldhaber, Erik Hanushek, Lawrence Kenny, Helen Ladd, Hamilton Lankford, Susanna Loeb, Dan O’Brien, Michael Podgursky, Steve Rivkin, Richard Romano, Jeffrey Roth, Kim Rueben, Tim Sass, Jacob Vigdor, Jim Wyckoff.

Center Website: http://www.caldercenter.org/.

IES Program Contact: Dr. Elizabeth Albro
Email: Elizabeth.Albro@ed.gov
Telephone: (202) 219-2148

Publications from this project:

Journal Articles:

Loeb, S., Kalogrides, D., and Beteille, T.(2012) Effective Schools: Teacher Hiring, Assignment, Development, and Retention. Education Finance and Policy, 7(3):269–304.

Bifulco, R., Ladd, H.F., and Ross, S. (2009). Public School Choice and Integration: Evidence from Durham, North Carolina. Social Science Research, 38 (1): 71–85.

Bifulco, R., Ladd, H.F., and Ross, S. (2009). The Effects of Public School Choice on Those Left Behind: Evidence from Durham, North Carolina. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations, 84 (2): 130–149.

Boyd, D.J., Grossman, P.L., Ing, M., Lankford, H., Loeb, S., and Wyckoff, J. (2011). The Influence of School Administrators on Teacher Retention Decisions.  American Educational Research Journal, 48 (2): 303–333.

Boyd, D.J., Grossman, P.L., Lankford, H., Loeb, S., and Wyckoff, J.H. (2009). Teacher Preparation and Student Achievement. Education Evaluation and Policy Analysis, 31 (4): 416–460.

Burke, M.A. and Sass, T.R. (2013). Classroom Peer Effects and Student Achievement. Journal of Labor Economics, 31 (1).

Clotfelter, C.T., Glennie, E., Ladd, H.F., and Vigdor, J.L. (2006). Teacher Bonuses and Teacher Retention in Low Performing Schools: Evidence From the North Carolina $1,800 Teacher Bonus Program. Public Finance Review, 36 (1): 63–87.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2006). Teacher-Student Matching and the Assessment of Teacher Effectiveness. Journal of Human Resources, 41 (4): 778–820.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2006). Federal Oversight, Local Control, and the Specter of ‘Resegregation' in Southern Schools. American Law and Economics Review, 8 (2): 347–389.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2007). High Poverty Schools and the Distribution of Teachers and Principals. North Carolina Law Review, 85 (5): 1345–1380.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2007). Teacher Credentials and Student Achievement: Longitudinal Analysis With Student Fixed Effects. Economics of Education Review, 26 (6): 673–682

Clotfelder, C.T, Ladd. H.F., and Vigdor, J.L. (2009a). The Academic Achievement Gap in Grades 3 to 8. Review of Economics and Statistics, 91 (2): 398–419.

Clotfelder, C.T, Ladd. H.F., and Vigdor, J.L. (2009b). Are Teacher Absences Worth Worrying About in the U.S.? Journal of Education Finance, 4 (2): 115–149.

Clotfelter, C. T., Ladd, H.F., Vigdor, J.L. (2011). “Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field.” Education Finance and Policy 6 (3): 399–438.

Costrell, R.M., and Podgursky, M.J. (2010). Distribution of Benefits in Teacher Retirement Systems and Their Implications for Mobility. Education Finance and Policy, 5 (4): 519–557.

Costrell, R.M., and Podgursky, M.J. (2010). Golden Handcuffs. Education Next, 10 (1): 60–66.

Currie, J., Hanushek, E.A., Kahn, E.M., Neidell, M., and Rivkin, S. (2009). Does Pollution Increase School Absences? Review of Economics and Statistics, 91 (4): 682–694.

DeArmond, M., and Goldhaber, D. (2010). Scrambling the Nest Egg: How Well Do Teachers Understand Their Pensions and What Do They Think About Alternative Pension Structures? Education Finance and Policy, 5 (4): 1–29.

DeArmond, Michael and Dan Goldhaber. 2011. “Scrambling the Nest Egg: How Well Do Teachers Understand Their Pensions and What Do They Think About Alternative Pension Structures?” Education Finance and Policy, 5(4).

Figlio, D. (2007). Boys Named Sue: Disruptive Children and Their Peers. Education Finance and Policy, 2 (4): 376–394.

Figlio, D., and Hart, C. (2012). “Competitive Effects of Means-Tested School Vouchers”. American Economic Journal: Applied Economics. Forthcoming.

Figlio, D., and Downes, T. (2007). Tax and Expenditure Limits, School Finance and School Quality. In H.F. Ladd and E.B. Fiske (Eds.), Handbook of Research in Education Finance and Policy. Oxford, UK: Routledge.

Figlio, D., and Kenny, L. (2007). Individual Teacher Incentives and Student Performance. Journal of Public Economics, 91: 901–914.

Figlio, D., and Ladd, H.F. (2007). School Accountability and Student Achievement. In H.F. Ladd and E.B. Fiske (Eds.), Handbook of Education Finance and Policy. Oxford, UK: Routledge.

Figlio, D., Feng, L., Hannaway, J., Sass, T., and Xu, Z. (2012). “Value-Added of Teachers in High-Poverty and Lower Poverty Schools”. Journal of Urban Economics 72 (2), 104–122.

Rouse, C., Hannaway, J., Goldhaber, D., and Figlio, D., (2013). “Feeling the Florida Heat? How Low- Performing Schools Respond to Voucher and Accountability Pressure.” American Economic Journal: Economic Policy. 5 (2): 251–81.

Figlio, D.N., Hamersma, S., and Roth, J. (2009). Does Prenatal WIC Participation Improve Birth Outcomes? New Evidence From Florida. Journal of Public Economics, 93 (1): 235–245.

Goldhaber, D. (2006). National Board Teachers Are More Effective, But Are They in the Classrooms Where They're Needed the Most? Education Finance and Policy, 1 (3): 372–382.

Goldhaber, D. (2007). Everyone's Doing It, But What Does Teacher Testing Tell Us about Teacher Effectiveness? Journal of Human Resources, 92 (4):765–794.

Goldhaber, D., Gross, B., and Player, D. (2011). Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Schools Keeping Their Best?Journal of Policy Analysis and Management,30 (1): 57–87.

Goldhaber, D., and Hansen, M. “Is it Just a Bad Class? Assessing the Long-term Stability of Estimated Teacher Performance.” Economica. Forthcoming.

Goldhaber, D., and Anthony, E. (2007). Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching. Review of Economics and Statistics, 89 (1): 134–150.

Goldhaber, D., and Hansen, M. (2009). National Board Certification and Teachers' Career Path: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach? Education Finance and Policy, 4 (3): 229–262.

Goldhaber, D., and Hansen, M. (2010a). Using Performance on the Job to Inform Teacher Tenure Decisions. American Economic Review, 100 (2): 250–255.

Goldhaber, D., and Hansen, M. (2010b). Race, Gender, and Teacher Testing: How Informative a Tool is Teacher Licensure Testing and How Does it Impact Student Achievement? American Educational Research Journal, 47 (1): 218–251.

Goldhaber, D., Cramer, L., and Choi, H. A. (2007). Descriptive Analysis of the Distribution of NBPTS Certified Teachers in North Carolina. Economics of Education Review, 26 (2): 160–172.

Goldhaber, D., DeArmond, M., DeBurgomaster, S. 2011. “Teacher Attitudes About Compensation Reform: Implications for Reform Implementation”. Industrial and Labor Relations Review, 64(3), 441–463.

Goldhaber, D., Gross, B., Player, D. 2011. “Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best?” Journal of Public Policy and Management, 30(1), 57–87.

Grissom, J., and Loeb, S. (2011). Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. American Educational Research Journal, 48(5): 1091–1123.

Gross, B., Brooker, K., and Goldhaber, D. (2009). Boosting Student Achievement? Testing the Impact of Comprehensive School Reform on Student Achievment . Educational Evaluation and Policy Analysis, 31 (2): 111–126.

Grossman, P.L., and Loeb, S. (2010). Learning From Multiple Routes: The Variation in Teacher Preparation Pathways Can Propel Our Understanding of How Best to Prepare Teachers. Educational Leadership, 67 (8): 22–27.

Grossom, J.A., and Loeb, S. (2011) Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. American Education Research Journal, 48 (5), 1091–1123.

Hanusheck, E.A., and Rivkin, S.G. (2009). Harming the Best: How Schools Affect the Black-White Achievement Gap. Journal of Policy Analysis and Management, 28 (3): 366–393.

Hanushek, E.A. (2009). School Policy: Implications of Recent Research for Human Capital Investments in South Asia and Other Developing Countries. Education Economics, 17(3): 291–313.

Hanushek, E.A., and Rivkin, S.G. (2010a). Generalizations About Using Value-Added Measures of Teacher Quality. American Economic Review, 100 (2): 267–271.

Hanushek, E.A., and Rivkin, S.G. (2010b). The Quality and Distribution of Teachers Under the No Child Left Behind Act. Journal of Economic Perspectives, 24 (3): 1–18.

Hanushek, E.A., and Zheng, L. (2009). Quality-Consistent Estimates of International Schooling and Skill Gradients. Journal of Human Capital, 3 (2): 107–143.

Hanushek, E.A., Kain, J.F., and Rivkin, S.G. (2009). New Evidence About Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement. Journal of Labor Economics, 27 (3): 349–383.

Haycock, K., and Hanushek, E.A. (2010). An Effective Teacher in Every Classroom. Education Next, 10 (3): 46–52.

Horng, E.L., Klasik, D., and Loeb, S. (2010). Principal's Time Use and School Effectiveness. American Journal of Education, 116 (4): 491–523.

Ishii, J., and Rivkin, S.G. (2009). Impediments to the Estimation of Teacher Value Added. Education Finance and Policy, 4 (4): 520–536.

Jepsen, C., and Rivkin, S.G. (2009). Class Reduction and Student Achievement: The Potential Tradeoff Between Teacher Quality and Class Size. Journal of Human Resources, 44 (1): 223–250.

Kenny, L.W. (2010). The Appeal of Vouchers for Failing Large City School Districts: Voting in Congress on Two Very Different Voucher Proposals. Journal of School Choice, 4 (1): 5–22.

Klopfenstein, K., and Thomas, M. K. (2009). The Link Between Advanced Placement Experience and Early College Success. The Southern Economic Journal, 75 (3): 873–891.

Koedel, C. (2009). An Empirical Analysis of Teacher Spillover Effects in Secondary School. Economics of Education Review, 28 (6): 682–692.

Koedel, C., and Betts, J.R. (2010). Value-Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation. Education Finance and Policy, 5 (1): 54–81.

Koedel, C., Betts, J.R., Rice, L.A., and Zau, A.C. (2009). The Integrating and Segregating Effects of School Choice. Peabody Journal of Education, 84 (4): 110–129.

Ladd, H.F., and Lauen, D.L. (2010). Status vs. Growth: Comparing Strategies for School Improvement. Carolina Context, April 2010 (10).

Loeb, S., Boyd, D., Lankford, H., Ronfeldt, M., Wyckoff, J. 2011. “The Role of Teacher Quality in Retention and Hiring: Using Applications-to-Transfer to Uncover Preferences of Teachers and Schools”. Journal of Policy Analysis and Management, 30(1), 88–110.

Loeb, S., Boyd, D., Lankford, H., Wyckoff, J. 2011. “Teacher Layoffs: An Empirical Illustration of Seniority v. Measures of Effectiveness”. Education Finance and Policy, 6(3), 439–454.

Loeb, S., Miller, L.C., and Strunk, K. (2009). The State Role in Teacher Compensation. Education Finance and Policy, 4 (1): 89–114.

Loeb, S., Miller, L.C., and Strunk, K. (2009). The State Role in Teacher Professional Development and Education Throughout Teachers' Careers. Education Finance and Policy, 4 (1): 212–228.

Morse, S.B., Zheng, H., Tang, Y., and Roth, J. (2009). Early School Age Outcomes of Late Preterm Infants. Pediatrics, 123 (4): e622–e629.

Sass, T. and Harris, D. 2011. “Teacher Training, Teacher Quality and Student Achievement”. Journal of Public Economics (95), 798–812.

Wheeler, J., and Glennie, E. (2007). Can Pay Incentives Improve the Recruitment and Retention of Teachers in America'a Hard-To-Staff Schools? Terry Sanford Institute of Public Policy. Retrieved from http://www.childandfamilypolicy.duke.edu/publications/policybriefs/files/edureform/incentives.pdf.

Wyckoff, J. with Boyd, D., Lankford, H., and Loeb, S. (2008). The Impact of Assessment and Accountability on Teacher Recruitment and Retention: Are There Unintended Consequences? Public Finance Review, 36 (1): 88–111.

Xu, Z., Hannaway, J., Taylor, C. 2011. “Making a Difference?: The Effect of Teach for America on Student Performance in High School“, Journal of Policy Analysis and Management, 30(3), 447–469.

Books:

Hanushek, E.A., Machin, S., and Woessmann, L.A. (2010). Handbook of the Economics of Education, Volume 3. Amsterdam, Netherlands: North Holland.

Hanushek, E.A., and Lindseth, A.A. (2009). Schoolhouses, Courthouses, and Statehouses: Solving the Funding-Achievement Puzzle in America's Public Schools. Princeton, NJ: Princeton University Press.

Goldhaber, D., and Hannaway, J. (2009). Creating a New Teaching Profession. Washington, DC: Urban Institute Press.

Book Chapters:

Beteille, T., and Loeb, S. (2009). Teacher Quality and Teacher Labor Markets. In G. Sykes, B. Schneider, and D. Plank (Eds.), Handbook of Education Policy Research. New York, NY: Routledge.

Figlio, D.N., and Roth, J. (2009). The Behavioral Consequences of Pre-Kindergarten Participation for Disadvantaged Youth. In J. Gruber (Ed.), The Problems of Disadvantaged

Youth: An Economic Perspective (15–42). Chicago, IL: University of Chicago Press.

Goldhaber, D. (2009). Lessons From Abroad: Exploring Cross-Country Differences in Teacher Development Systems and What They Mean for U.S. Policy. In D. Goldhaber and J. Hannaway (Eds.), Creating a New Teaching Profession (pgs. 81–114). Washington, DC: Urban Institute Press.

Hanushek, E.A. (2010). Education Production Functions: Evidence From Developed Countries. In D.J. Brewer and P.J. McEwan, Economics of Education (pgs. 132–136), Amsterdam: Elsevier [reprinted in E. Baker, B. McGaw, and P. Peterson (Eds.), International Encyclopedia of Education (pgs. 407–411)].

Hanushek, E.A., and Rivkin, S. (2007). Pay, Working Conditions, and Teacher Quality. In S. Loeb, C. Rouse, and A. Shorris (Eds.), Excellence in the Classroom: Policies to Improve the Teacher Workforce, 17 (1): 69–86.

Hanushek, E.A. and Woessmann, L.A. (2010). The High Cost of Low Educational Performance: The Long-Run Impact of Improving PISA Outcomes. Paris: Organization for Economic Cooperation and Development.

Hanushek, E.A. and Woessmann, L.A. (2010). Education and Economic Growth. In D.J. Brewer and P.J. McEwan, Economics of Education (pgs. 60–67), Amsterdam: Elsevier [reprinted in E. Baker, B. McGaw, and P. Peterson (Eds.), International Encyclopedia of Education].

Hanushek, E.A. (2009). Teacher Deselection. In D. Goldhaber and J. Hannaway (Eds.), Creating a New Teaching Profession (pgs. 165–180). Washington, DC: Urban Institute Press.

Klopfenstein, K. (2010). Does the Advanced Placement Program Save Taxpayers Money? The Effect of AP Participation on Time to College Graduation. In P.M. Sadler, G. Sonnert, R.H. Tai, and K. Klopfenstein, AP: A Critical Examination of the Advanced Placement Program (pgs. 189–218). Cambridge, MA: Harvard Education Press.

Klopfenstein, K., and Thomas, M. K. (2010). Advanced Placement Participation: Evaluating the Policies of States and Colleges. In P.M. Sadler, G. Sonnert, R.H. Tai, and K. Klopfenstein, AP: A Critical Examination of the Advanced Placement Program (pgs. 167–188). Cambridge, MA: Harvard Education Press.

Loeb, S., and Miller, L.C. (2009). A Federal Foray into Teacher Certification: Assessing the “Highly Qualified Teacher” Provision of NCLB. In M. Rebell and J. Wolff (Eds.), NCLB at the Crossroads, New York, NY: Teachers College Press.

Rice, J.K. (2009). Investing in Human Capital Through Teacher Professional Development. In D. Goldhaber and J. Hannaway (Eds.), Creating a New Teaching Profession (pgs. 227–250). Washington, DC: Urban Institute Press.

Rivkin, S.G. (2009). The Estimation of Teacher Value Added as a Determinant of Performance Pay. In D. Goldhaber and J. Hannaway (Eds.), Creating a New Teaching Profession (pgs. 181–194). Washington, DC: Urban Institute Press.

Vigdor, J.L. (2009). Teacher Salary Bonuses in North Carolina. In M.G. Springer (Ed.), Performance Incentives: Their Growing Impact on American K–12 Education. Washington, DC: Brookings Institution Press.

Vigdor, J. and Nechyba, T.S. (2007). Peer Effects in North Carolina Public Schools. In P.E. Peterson and L. Wößmann (Eds.), Schools and the Equal Opportunity Problem. Cambridge, MA: MIT Press.

Wyckoff, J. (2008). Closing the Student Achievement Gap by Increasing the Effectiveness of Teachers in Low-Performing Schools. In H. Ladd and E. Fiske with D. Boyd and H. Lankford (Eds.), Handbook of Research in Education Finance and Policy. New York, NY: Routledge.

Wyckoff, J. with Boyd, D., Goldhaber, D., and Lankford, H. (2007). The Role of Teacher Preparation and Certification in Improving the Quality of K–12 Teachers. In S. Loeb, C. Rouse and A. Shorris (Eds.), Excellence in the Classroom: Policies to Improve the Teacher Workforce, 17: 45–68.

Working Papers:

Beteille, T., Kalogrides, D., and Loeb, S. (2009). Effective Schools: Managing the Recruitment, Development, and Retention of High Quality Teachers. CALDER Working Paper 37.

Bifulco, R., Ladd, H.F., and Ross, S. (2008). Public School Choice and Integration: Evidence From Durham, North Carolina. CALDER Working Paper 14.

Boyd, D., Grossman, P.L., Lankford, H., Loeb, S., and Wyckoff, J. (2009). Who Leaves? Teacher Attrition and Student Achievement. CALDER Working Paper 23.

Boyd, D., Grossman, P.L., Lankford, H., Loeb, S., and Wyckoff, J. (2008a). Measuring Effect Sizes: The Effect of Measurement Error. CALDER Working Paper 19.

Boyd, D., Grossman, P.L., Lankford, H., Loeb, S., and Wyckoff, J. (2008b). Teacher Preparation and Student Achievement. CALDER Working Paper 20.

Boyd, D., Lankford, H., Loeb, S., Rockoff, J., and Wyckoff, J. (2007). The Narrowing Gap in New York City Teacher Qualifications and Its Implications For Student Achievement in High Poverty Schools. CALDER Working Paper 10.

Branch, G.F., Hanushek, E.A., and Rivkin, S.G. (2009). Estimating Principal Effectiveness. CALDER Working Paper 32.

Branch, G.F., Hanushek, E.A., and Rivkin, S.G. (2012). Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals. CALDER Working Paper 66.

Burke, M.A., and Sass, T.R. (2008). Classroom Peer Effects and Student Achievement. CALDER Working Paper 18.

Carruthers, C.K. (2009). The Qualifications and Classroom Performance of Teachers Moving to Charter Schools. CALDER Working Paper 27.

Clark, D., Martorell, P., and Rockoff, J.E. (2009). School Principals and School Performance. Working Paper 38.

Clotfelter, C.T., Glennie, E., Ladd, H.F., and Vigdor, J.L. (2006). Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina. National Bureau of Economic Research Working Paper #12285. Presently Under Consideration for Publication in the Journal of Public Economics.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2007). How and Why Do Teacher Credentials Matter for Student Achievement? CALDER Working Paper 2.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2008). School Segregation under Color-Blind Jurisprudence: The Case of North Carolina: The Case of North Caroline. Working Paper Series. SAN08–02. Durham, NC: Terry Sanford Institute of Public Policy.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2009). Are Teacher Absences Worth Worrying about in the U.S.? CALDER Working Paper 24.

Clotfelter, C.T., Ladd, H.F., and Vigdor, J.L. (2012). The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative. CALDER Working Paper 69.

Clotfelter, C.T., Ladd, H.F., Muschkin, C.G., and Vigdor, J.L. (2012). Success in Community College: Do Institutions Differ? CALDER Working Paper 74.

Clotfelter, C.T., Ladd, H.F., Vigdor, J.L., and Wheeler, J. (2007). High Poverty Schools and the Distribution of Teachers and Principals. Chapel Hill, NC: Terry Sanford Institute of Public Policy

Costrell, R.M., and Podgursky, M. (2007). Efficiency and Equity in the Time Pattern of Teacher Pension Benefits: An Analysis of Four State Systems. CALDER Working Paper 6.

DeArmond, M., and Goldhaber , D. (2010). Scrambling the Nest Egg: How Well Do Teachers Understand Their Pensions and What Do They Think About Alternative Pension Structures? CALDER Working Paper 51.

Donovan, C., Figlio, D., and Rush, M. (2007). Cramming: The Effects of School Accountability on College-Bound Students. CALDER Working Paper 8.

Feng, L., and Sass, T.R. (2010). What Makes Special Education Teachers Special? Teacher Training and Achievement of Students With Disabilities. CALDER Working Paper 49.

Feng. L., Figlio, D., and Sass, T.R. (2010). School Accountability and Teacher Mobility. CALDER Working Paper 47.

Figlio, D., and Kenny, L. (2007). Individual Teacher Incentives and Student Performance. CALDER Working Paper 7.

Figlio, D.N., and Hart, C.M.D. (2010). Competitive Effects of Means-Tested School Vouchers. CALDER Working Paper 46.

Fuller, S.C., and Ladd, H.F. (2012). School Based Accountability and the Distribution of Teacher Quality Among Grades in Elementary Schools. CALDER Working Paper 75.

Goldhaber, D. (2007). Everyone's Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness? CALDER Working Paper 9.

Goldhaber, D., and Chaplin, D. (2012). Assessing the “Rothstein Test”. Does it Really Show Teacher Value-Added Models are Biased?. CALDER Working Paper 71.

Goldhaber, D., and Hansen, M. (2010). Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making High-Stakes Personnel Decisions. CALDER Working Paper 31.

Goldhaber, D., and Hansen, M. (2012). Is it Just a Bad Class? Assessing the Long-term Stability of Estimated Teacher Performance. CALDER Working Paper 73.

Goldhaber, D., and Liddle, S. (2012). The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CALDER Working Paper 65.

Goldhaber, D., DeArmond, M., and DeBurgomaster, S. (2010). Teacher Attitudes About Compensation Reform: Implications for Reform Implementation. CALDER Working Paper 50.

Goldhaber, D., Gross, B., and Player, D. (2007). Are Public Schools Really Losing Their Best? Assessing the Career Transitions of Teachers and Their Implications for the Quality of the Teacher Workforce. CALDER Working Paper 12.

Grossman, P.L., Loeb, S., Cohen, J., Hammerness, K., Wyckoff, J.H., Boyd, D.J., and Lankford, H. (2010). Measure for Measure: The Relationship Between Measures of Instructional Practice in Middle School English Language Arts and Teachers' Value-Added Scores. CALDER Working Paper 45.

Hansen, M. (2009). How Career Concerns Influence Public Workers' Effort: Evidence from the Teacher Labor Market. CALDER Working Paper 40.

Hansen, M., and Choi, K. (n.d.). Chronically Low-performing Schools and Turnaround: Evidence from Three States. CALDER Working Paper 60.

Hanushek, E.A., and Rivkin, S. (2007). School Quality and the Black-White Achievement Gap. Fayettville, AR: Education Working Paper Archive.

Hanushek, E.A., and Rivkin, S. (2010). Constrained Job Matching: Does Teacher Job Search Harm Disadvantaged Urban Schools?NBER Working Paper No. 15816. Cambridge, MA: National Bureau of Economic Research.

Harris, D.N., and Sass, T.R. (2007). Teacher Training, Teacher Quality and Student Achievement. CALDER Working Paper 3.

Harris, D.N., and Sass, T.R. (2009). What Makes for a Good Teacher and Who Can Tell? CALDER Working Paper 30.

Horng, E., Kalogrides, D., and Loeb, S. (2009). Principal Preferences and the Unequal Distribution of Principals Across Schools. CALDER Working Paper 36.

Jargowsky, P., and El Komi, M. (2009). Before or After the Bell?: School Context and Neighborhood Effects on Student Achievement. CALDER Working Paper 28.

Koedel, C., and Podgursky, M. (2012). Teacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality. CALDER Working Paper 72.

Koedel, C., Grissom, J.A., Ni, S., and Podgursky, M. (2011). Pension-Induced Rigidities in the Labor Market for School Leaders. CALDER Working Paper 62

Koedel, C., Grissom, J.A., Ni, S., and Podgursky, M. (2012). Pension-Induced Rigidites in the Labor Market for School Leaders. CALDER Working Paper 67.

Koedel, C., Ni, S., and Podgursky, M. (2012). Who Benefits from Pension Enhancements? CALDER Working Paper 76.

Ladd, H.F. (2009). Teachers' Perceptions of Their Working Conditions: How Predictive of Policy-Relevant Outcomes? CALDER Working Paper 33.

Ladd, H.F., and Lauen, D.L. (2009). Status vs. Growth: The Distributional Effects of School Accountability Policies. CALDER Working Paper 21.

Master, B., Loeb, S., Whitney, C., and Wyckoff, J. (2012). Different Skills: Identifying Differentially Effective Teachers of English Language Learners. CALDER Working Paper 68.

Mihaly, K., McCaffery, D., Sass, T.R., and Lockwood, J.R. (2012). Where You Come From or Where You Go? Distinguishing Between School Quality and the Effectiveness of Teacher Preparation Program Graduates. CALDER Working Paper 63

Özek, U. (2009). The Effects of Open Enrollment on School Choice and Student Outcomes. CALDER Working Paper 26.

Podgursky, M., and Ehlert, M. (2007). Teacher Pensions and Retirement Behavior: How Teacher Pension Rules Affect Behavior, Mobility, and Retirement. CALDER Working Paper 5.

Ronfeldt, M., Loeb, S., and Wyckoff, J. (2012). How Teacher Turnover Harms Student Achievement. CALDER Working Paper 70.

Rouse, C.E., Hannaway, J., Goldhaber, D., and Figlio, D. (2007). Feeling the Florida Heat?: How Low-Performing Schools Respond to Voucher and Accountability Pressure. CALDER Working Paper 13.

Sass, T.R., (2011). Certification Requirements and Teacher Quality. CALDER Working Paper 64.

Vigdor, J., and Ludwig, J. (2007). Segregation and the Black-White Test Score Gap. National Bureau of Economic Research Working Paper No. 12988.

Vigdor, J.L. (2008). Teacher Salary Bonuses in North Carolina. CALDER Working Paper 15.

Vigdor, J.L., and Ladd, H.F. (2010). Scaling the Digital Divide: Home Computer Technology and Student Achievement. CALDER Working Paper 48.

Xu, Z., and Nichols, A. (2010). New Estimates of Design Parameters for Cluster Randomization Studies: Findings From North Carolina and Florida. CALDER Working Paper 43.

Xu, Z., Hanaway, J., and D'Souza, S. (2009). Student Transience in North Carolina: The Effect of School Mobility on Student Outcomes Using Longitudinal Data. CALDER Working Paper 22.

Xu, Z., Hannaway, J., and Taylor, C. (2008). Making a Difference?: The Effects of Teach for America in High School. CALDER Working Paper 17 Revised.

Xu, Z., Ozek, U., and Corritore, M. (2012). Portability of Teacher Effectiveness Across School Settings. CALDER Working Paper 77.

Zhu, P., Jacob, R., Bloom, H., and Xu, Z. (2011). Designing and Analyzing Studies that Randomize Schools To Estimate Intervention Effects on Student Academic Outcomes Without Classroom-Level Information. CALDERWorking Paper 61.

Research Notes:

Sass, T.R., and Cartwright, S. (2008). High School Diploma and GED Attainment in Florida. CALDER Research Note 1.

Policy Briefs:

Boyd, D., Lankford, H., Loeb, S., Rockoff, J., and Wyckoff, J. (2008). The Narrowing Gap in New York City Teacher Qualifications and Implications for Student Achievement in High-Poverty Schools. CALDER Policy Brief 6.

Goldhaber, D., and Hansen, M. (2010). Using Performance on the Job to Inform Teacher Tenure Decisions. CALDER Policy Brief 10.

Goldhaber, D., and Hansen, M. (2008). Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions. CALDER Policy Brief 3.

Hanushek, E.A., and Rivkin, S.G. (2010). Using Value-Added Measures of Teacher Quality. CALDER Policy Brief 9.

Hanushek, E.A., and Rivkin, S.G. (2008). Do Disadvantaged Urban Schools Lose Their Best Teachers? CALDER Policy Brief 7.

Haskins, R., and Loeb, S. A. (2007). Plan to Improve the Quality of Teaching In American Schools. The Future of Children Policy Brief.

O'Brien, D. (2008). The Texas FERPA Story. CALDER Policy Brief 5.

Rice, J.K. (2010). Principal Effectiveness and Leadership in an Era of Accountability: What Research Says. CALDER Policy Brief 8.

Rivkin, S.G. (2007). Value-Added Analysis and Education Policy. CALDER Policy Brief 1.

Sass, T.R. (2008). The Stability of Value-Added Measures of Teacher Quality and Implications for Teacher Compensation Policy. CALDER Policy Brief 4.


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