Published Papers & Books
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Key Reports
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Jay P. Greene, Marcus A. Winters & Greg Forster. Manhattan Institute for Policy Research. 08/2005.
This report shows that New York can reduce special ed costs and enrollment and improve parental satisfaction with the program as part of the bargain—by adopting two simple reforms: changing the formula funding special education from a bounty system to a “lump-sum” system; and implementing a voucher program for children in special education.
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Public Education Network. 06/2005.
The guide reviews the relation between public engagement and school finance litigation in theory and in practice.
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New York State School Boards Association. 05/2005.
If New York found a way to cut its estimated dropout rate in half, from 36 to 18 percent, the students would receive more than $320 million a year in higher wages and improve the state’s economy, according to a report by the Washington, D.C.-based Alliance for Excellent Education.
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Teresa Munzi (Luxembourg Income Study (LIS)), Timothy M. Smeeding (Center for Policy Research (CPR) Maxwell School of Syracuse University and the Luxembourg Income Study (LIS)) & Michael Eriksen (Center for Policy Research and Economics Syracuse University). Center for Policy Research. 05/2005.
The report investigates earnings gaps between elementary and secondary school teachers and similarly qualified men and women in a number of rich and middle income countries.
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Leanna Stiefel (Professor of Economics, Wagner Graduate School of Public Service New York University), Amy Ellen Schwartz (Professor of Public Policy, Education and Economics, Wagner Graduate School of Public Service New York University ) & Ingrid Gould Ellen (Associate Professor of Public Policy and Urban Planning, Wagner Graduate School of Public Service New York University). Center for Policy Research. 05/2005.
It is well-known that white and Asian students perform higher than black or Hispanic students on achievement tests. In this paper, we exploit longitudinal data on New York City’s elementary and middle schools and students to study these test score gaps.
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Charles Clotfelter (Sanford Institute of Public Policy, Duke University), Elizabeth Glennie (Sanford Institute of Public Policy, Duke University), Helen Ladd (Sanford Institute of Public Policy, Duke University) & Jacob Vigdor (Sanford Institute of Public Policy, Duke University). Center for Policy Research. 05/2005.
The study evaluates the impact of North Carolina’s program of giving yearly $1,800 bonuses to teachers of math, science and special education in middle and high schools serving low-income or low-performing students.
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Dana Balter (Education Finance and Accountability Program Center for Policy Research, Syracuse University) & William Duncombe (Education Finance and Accountability Program Center for Policy Research, Syracuse University). Center for Policy Research. 05/2005.
Despite the recent focus on teacher quality, relatively little research exists on district practices to recruit, screen and select teachers. This paper takes a first step in filling this gap by documenting the findings of a survey on teacher hiring practices in New York State school districts.
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Thomas S. Dee (Department of Economics, Swarthmore College) & Sarah R. Cohodes (Department of Economics, Swarthmore College). Center for Policy Research. 05/2005.
This study examines whether subject-specific teacher certification and academic degrees are related to teacher quality.
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Eric Isenberg (Department of Economics and Management, DePauw University). Center for Policy Research. 05/2005.
The author used data from the Schools and Staffing Survey to investigate the probability that school districts reward the master's degree in order to develop a large cadre of of internal candidates for administrative positions. The empirical evidence is weakly consistent with the theory.
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Don Boyd (University at Albany, SUNY), H. Landford (University at Albany, SUNY) & James Wyckoff (University at Albany, SUNY). Education Finance Research Consortium . 05/2005.
Using data on every teacher in New York State public elementary schools from 1994- 95 through 2001-2002, this paper examines the response of teachers to the implementation of state-mandated testing.
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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. 113¡V132.
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 teachers¡¦ 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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