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IES Grant

Title: Interdisciplinary Pre-Doctoral Research Training Program
Center: NCER Year: 2009
Principal Investigator: Floden, Robert Awardee: Michigan State University
Program: Predoctoral Interdisciplinary Research Training Programs in the Education Sciences      [Program Details]
Award Period: 5 years Award Amount: $4,942,670
Type: Training Award Number: R305B090011
Description:

The Michigan State University Predoctoral Interdisciplinary Research Training Program in the Education Sciences provided a Doctoral Specialization in the Economics of Education. The training program trained scholars in the use of quantitative methods from the field of economics to answer education questions. The Michigan State training program was a joint effort of the university's College of Education, Department of Economics, and School of Industrial and Labor Relations. Faculty were drawn from six programs: Economics, Education Policy, K–12 Administration, Labor & Industrial Relations, Measurement & Quantitative Methods, and Curriculum, Teaching, & Teacher Education. Fellows in the program studied topics including the effects of teacher quality and other resources on student achievement, the effects of school finance reform, the effects of school choice policies, the impact of early childhood education, and the development of advanced methodological techniques for identification of promising policies and practices and the evaluation of their effectiveness. All students completed courses in quantitative methods and economics of education, worked with core faculty on research projects using advanced quantitative methods, had a supervised summer research apprenticeship at another organization, participated in an ongoing research seminar to discuss work of core faculty and students, attended colloquia presented by core faculty and leading scholars from outside MSU, and completed a dissertation that includes a study of an educational problem.

23 students completed the training program funded under this award at Michigan State University.

Bates, Michael (ORCID) Jaskierny, Michelle
Bibler, Andrew Khawand, Christopher
Brehm (O'Rourke), Margaret Litwok, Daniel (ORCID)
Brummet, Quentin Naretta, Michael
Burkander, Paul Obenauf, Kaitlin
Chandra, Madhur (ORCID) Quin, Elizabeth
Cook, Walter Smart, Francis
Creed, Benjamin (ORCID) Spicer (Judy), Justina
Dieterle, Steve (ORCID) Thompson, Paul
Harris, Julie Vosters, Kelly (ORCID)
Jalilevand, Margaret

Project Website: http://education.msu.edu/economics-education/

Publications

Bates, M. (2020). Public and private employer learning: Evidence from the adoption of teacher value added. Journal of Labor Economics, 38(2), 375–420.

Bates, M. D., Castellano, K. E., Rabe-Hesketh, S., & Skrondal, A. (2014). Handling correlations between covariates and random slopes in multilevel models. Journal of Educational and Behavioral Statistics, 39(6), 524–549.

Bibler, A. J. (2021). Language immersion and student achievement. Education Economics, 1–14.

Bibler, A. (2021). Dual language education and student achievement. Education Finance and Policy, 16(4), 634–658.

Bibler, A. J. (2020). Household composition and gender differences in parental time investments. Demography, 57(4), 1415–1435.

Brehm, M. E. (2021). Taxes and Adoptions from Foster Care Evidence from the Federal Adoption Tax Credit. Journal of Human Resources, 56(4), 1031–1072.

Brehm, M. E. (2018). The effects of federal adoption incentive awards for older children on adoptions from US foster care. Journal of Policy Analysis and Management, 37(2), 301–330.

Brehm, M., Imberman, S. A., & Lovenheim, M. F. (2017). Achievement effects of individual performance incentives in a teacher merit pay tournament. Labour Economics, 44, 133–150.

Brehm, M., Imberman, S. A., & Naretta, M. (2017). Capitalization of charter schools into residential property values. Education Finance and Policy, 12(1), 1–27.

Brummet, Q. (2014). The effect of school closings on student achievement. Journal of Public Economics, 119, 108–124.

Brummet, Q., Gershenson, S., & Hayes, M. S. (2017). Teachers' grade-level reassignments: Evidence from Michigan. Educational Policy, 31(2), 249–271.

Chandra, M. (2015). The implications of contract teaching in India: A review. Policy Futures in Education, 13(2), 247–259.

Chudgar, A., & Creed, B. (2016). How are private school enrolment patterns changing across Indian districts with a growth in private school availability?. Oxford Review of Education, 42(5), 543–560.

Chudgar, A., & Quin, E. (2012). Relationship between private schooling and achievement: Results from rural and urban India. Economics of Education Review, 31(4), 376–390.

Chudgar, A., Chandra, M., & Razzaque, A. (2014). Alternative forms of teacher hiring in developing countries and its implications: A review of literature. Teaching and Teacher Education, 37, 150–161.

Chudgar, A., Chandra, M., Iyengar, R., & Shanker, R. (2015). School resources and student achievement: Data from rural India. Prospects, 45(4), 515–531.

Conlin, M., & Jalilevand, M. (2015). Systemic inequities in special education financing. Journal of Education Finance, 83–100.

Constan, Z., & Spicer, J. J. (2015). Maximizing Future Potential in Physics and STEM: Evaluating a Summer Program through a Partnership between Science Outreach and Education Research. Journal of Higher Education Outreach and Engagement, 19(2), 117–136.

Deza, M., & Litwok, D. (2016). Do nighttime driving restrictions reduce criminal participation among teenagers? Evidence from graduated driver licensing. Journal of Policy Analysis and management, 35(2), 306–332.

Dieterle, S. G. (2015). Class-size reduction policies and the quality of entering teachers. Labour Economics, 36, 35–47.

Dieterle, S., Guarino, C. M., Reckase, M. D., & Wooldridge, J. M. (2015). How do principals assign students to teachers? Finding evidence in administrative data and the implications for value added. Journal of Policy Analysis and Management, 34(1), 32–58.

Guarino, C. M., Maxfield, M., Reckase, M. D., Thompson, P. N., & Wooldridge, J. M. (2015). An evaluation of empirical Bayes's estimation of value-added teacher performance measures. Journal of Educational and Behavioral Statistics, 40(2), 190–222.

Harris, J. C. (2022). Integrating urban schools in a modern context: Roadblocks and challenges with the use of magnet schools. Urban Education, 57(3), 365–400.

Harris, J. C. (2019). Changing context: Do magnet schools improve student achievement in a modern setting?. Journal of School Choice, 13(3), 305–334.

Hemenway, A. N., & Naretta, M. A. (2017). Impact of antibiotic choice on pneumonia readmission rates. American Journal of Therapeutics, 24(4), e419–e422.

Litwok, D., & Papke, L. E. (2013). Interstate Differences in Public Pension Parameters: Effects on Teacher Experience and First Exit. Proceeding of the National Tax Association.

Mavrogordato, M., & Harris, J. (2017). Eligiendo Escuelas: English learners and access to school choice. Educational Policy, 31(6), 801–829.

Papke, L. E., & Litwok, D. (2013, January). Interstate differences in pension vesting rules and K–12 teacher experience. In Proceedings. Annual Conference on Taxation and Minutes of the Annual Meeting of the National Tax Association (Vol. 106, pp. 1–22). National Tax Association.

Schneider, B., Judy, J., & Burkander, K. (2014). Schools. In Handbook of the social psychology of inequality (pp. 409–435). Springer, Dordrecht.

Thompson, P. N. (2016). School district and housing price responses to fiscal stress labels: Evidence from Ohio. Journal of Urban Economics, 94, 54–72.

Vosters, K. (2018). Is the simple law of mobility really a law? Testing Clark's hypothesis. The Economic Journal, 128(612), F404–F421.

Vosters, K. N., Guarino, C. M., & Wooldridge, J. M. (2018). Understanding and evaluating the SASŪ EVAASŪ Univariate Response Model (URM) for measuring teacher effectiveness. Economics of Education Review, 66, 191–205.

Vosters, K., & Nybom, M. (2017). Intergenerational persistence in latent socioeconomic status: evidence from Sweden and the United States. Journal of Labor Economics, 35(3), 869–901.

Zimmer, R., Gill, B., Attridge, J., & Obenauf, K. (2014). Charter school authorizers and student achievement. Education Finance and Policy, 9(1), 59–85.


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