Published Papers & Books
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Key Reports
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Frank Mauro (Fiscal Policy Institute). Alliance for Quality Education . 04/2003.
The report analyzes the revenue source for required school aid and consequences of Governor's school aid cuts.
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New York State School Boards Association. 04/2003.
The brief comments on the delayed executive budget on school aid.
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Swarthmore College. 04/2003. p. 42.
This paper presents new evidence on this question by examining the test score data from Tennessee’s Project STAR classsize experiment, which randomly matched students and teachers within participating schools. Specification checks confirm that the racial pairings of students and teachers in this experiment were unrelated to other student traits. Models of student achievement indicate that assignment to an own-race teacher significantly increased the math and reading achievement of both black and white students. I would like to thank Ronald Ehrenberg, William Evans, Alan Krueger, Jens Ludwig, Diane Whitmore, two anonymous referees and seminar participants at Swarthmore College, CUNY and the 2000 NBER Summer Institute for helpful comments. I would also like to thank Ben Keys for excellent research assistance and the Smith Richardson Foundation for financial support.
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Mike Griffith. Education Commission of the States. 04/2003.
Michael Griffith's presentation on school finance adequacy studies in U.S.
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New York State School Boards Association. 03/2003.
Researchers at the National Board on Educational Testing and Public Policy at Boston College surveyed 4,200 teachers nationwide to see how tests with varying consequences for students and schools affected how they taught. They found that teachers in states where stakes on standardized tests were very high – such as high school exit exams – said the tests had a great impact on how and what they taught.
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New York State Council of School Superintendents. 03/2003. p. 4.
NYSCOSS's evaluation of current education assessment system in NYS and its proposal for alternative.
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Michael Casserly. Council of the Great City Schools. 03/2003.
This analysis examines student achievement in math and reading through spring 2002 in nation's large inner-city schools.
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Michael A. Rebell (Campaign for Fiscal Equity, Inc. ), Joseph J. Wardenski (Campaign for Fiscal Equity, Inc. ), Deborah A. Widiss (Campaign for Fiscal Equity, Inc. ) & Betsey Swan (League of Women Voters of New York State). Campaign for Fiscal Equity, Inc.. 03/2003. p. 46.
This report summarizes the historical goals of the public school system; the social science research on students’ attitudes towards and preparation for voting, jury service, and the broad range of other responsibilities they will face; and the thoughts and ideas generated by students, their teachers and parents, and other New Yorkers in improving our schools to meet these important democratic aims.
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Jay P. Greene (Senior Fellow, Manhattan Institute for Policy Research), Marcus A. Winters (Research Associate, Manhattan Institute for Policy Research) & Greg Forster (Senior Research Associate, Manhattan Institute for Policy Research). Manhattan Institute for Policy Research. 02/2003.
This report tackles that important policy issue by comparing schools’ results on high stakes tests with their results on other standardized tests that are not used for accountability purposes, and thus are “low stakes” tests. The report finds that score levels on high stakes tests closely track score levels on other tests, suggesting that high stakes tests provide reliable information on student performance.
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New York State Council of School Superintendents. 01/2003.
NYSCOSS presentation on Jan 2003.
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Book Reviews
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Timothy Hasci. New York Times Review of Books. 01/2004.
Final Test: The Battle for Adequacy in America's Schools by Peter Schrag.
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Margaret L. Plecki. Journal of Education Finance. 06/2000.
This book focuses on key aspects of revenue generation for the support of public schools. The first section of the book provides general information about revenue sources, trends, and frameworks for evaluating various taxation-based strategies for raising revenues for schools.
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Book Chapters
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Don Boyd, Hamp Lankford, Susanna Loeb & James Wyckoff. Teacher Policy Research . 05/2005.
The paper discussed the role of teacher in student learning and reviewed various strategies to improve the quality of teacher workforce.
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Michael A. Rebell (Executive Director and Counsel for the Campaign for Fiscal Equity, Inc. ). Campaign for Fiscal Equity, Inc.. 01/2004.
The author reviews the history of education finance litigation, focusing on the adequacy lawsuits of the last 15 years.
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John Yinger (Center for Policy Research at the Maxwell School, Syracuse University). Helping Children Left Behind: State Aid and the Pursuit of Educational Equity. 01/2004.
An overview of the research on state aid to education and a detailed look at state aid reform in five key states: Kansas, Kentucky, Michigan, Texas, and Vermont.
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Key Journal Articles
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Eric A. Hanushek. Education Next . 09/2005. p. 7.
The article compares three studies on education adequacy standards for New York city and discusses the consequences of CFE decision on students.
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Joe Williams (staff writer on education for the New York Daily News). Education Next. 06/2005. p. 8.
The article introduces the development of CFE decision and its influence on school funding in New York City.
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Eric A. Hanushek. Journal of Policy Analysis and Management. 03/2005. Vol. 24. Iss. 2. p. 297 - 327.
Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear positive impact on student achievement. This single policy instrument did not, however, also lead to any narrowing in the black-white achievement gap (though it did narrow the Hispanic-white achievement gap). Moreover, the black-white gap appears to have been adversely impacted over the decade by increasing minority concentrations in the schools.
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Jeremy D. Finn (University at Buffalo—The State University of New York), Susan B. Gerber (University at Buffalo—The State University of New York) & Jayne Boyd-Zaharias (HEROS, Inc.). Journal of Educational Psychology. 03/2005.
The study included 4,948 participants in Tennessee’s class-size experiment, Project STAR. Analyses showed that graduating was related to K–3 achievement and that attending small classes for 3 or more years increased the likelihood of graduating from high school, especially among students eligible for free lunch. Policy and research implications are discussed.
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Sandra K McKinley (Assistant professor at the University of Toledo.). Journal of Education Finance. 01/2005. Vol. 30. Iss. 3. p. 288-312.
The paper summarizes the legal history of The DeRolph case, on school funding equity in Ohio State, and its impact on current funding system.
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Don Boyd, Hamp Lankford, Susanna Loeb & James Wyckoff. Journal of Policy Analysis and Management. 01/2005. Vol. 24. Iss. 1. p. 113ˇV132.
This paper explores a little-understood aspect of labor markets, their spatial geography. Using data from New York State, we find teacher labor markets to be geographically very small. Teachers express preferences to teach close to where they grew up and, controlling for proximity, they prefer areas with characteristics similar to their hometown.
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Don Boyd, Hamp Lankford, Susanna Loeb & James Wyckoff. American Economic Review. 01/2005. Vol. 95. Iss. 2. p. 166-171.
This paper examines New York City elementary school teachersˇ¦ decisions to stay in the same school, transfer to another school in the district, transfer to another district, or leave teaching in New York State during the first five years of their careers.
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Bruce D. Baker (Associate professor in the Department of Teaching and Leadership at the University of Kansas). Journal of Education Finance. 01/2005. Vol. 30. Iss. 3. p. 259-287.
This artide proposes a general conception of educational adequacy and draws on a lengthy history of economic theory and emerging empirical evidence to support that conception..
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Randall S. Vesely (Doctoral student of administrative leadership at the University of Wisconsin) & Faith E. Crampton (Associate professor of administrative leadership at the University of Wisconsin, Milwaukee.). Journal of Education Finance. 09/2004. Vol. 30. Iss. 2. p. 111-122.
The purpose of this article is to reinvigorate the discussion of vertical equity through an assessment of the funding systems in four states that ascertains how and to what extent risk factors are addressed.
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Deborah A. Verstegen (University of Virginia-Curry School of Education.). Journal of Education Finance. 01/2002. Vol. 27. Iss. 2. p. 749-781.
This paper explores the current state education finance systems, the need for reinventing them to provide adequacy and equity aligned to standards based reform is discussed and discusses approaches for determining a base spending level considered adequate for the average child to reach high educational standards.
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