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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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Colin C. Chellman, Meryle Weinstein, Leanna Stiefel & Amy Ellen Schwartz. Education Finance Research Consortium. 12/2004. p. 43.
This paper examines schools with atypical racial test score gaps, where non-white students have ˇ§beaten the oddsˇ¨ by performing as well as or better than white students.
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Ross Rubenstein (Maxwell School of Citizenship and Public Affairs Syracuse University), Leanna Stiefel (Robert F. Wagner Graduate School of Public Service, New York University), Amy Ellen Schwartz (Robert F. Wagner Graduate School of Public Service, New York University) & Hella Bel Hadj Amor (Robert F. Wagner Graduate School of Public Service, New York University). National Center for Education Statistics. 08/2004. p. 28.
This paper tries to identify and specify valid and reliable measures of school performance, considering both practical and conceptual issues and evaluating the relative merits of these different measures in application using data on schools in New York City and Ohio. The four methods for developing performance measures include adjusted performance measures, data envelopment analysis, educational production functions, and cost functions.
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Leanna Stiefel (New York University), Ross Rubenstein (Syracuse University) & Amy Ellen Schwartz (New York University). Education Finance Research Consortium . 01/2004. p. 27.
This paper explores the determinants of resource allocation across schools in large districts and examines options for improving resource distribution patterns.
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Amy Ellen Schwartz (TAUB Urban Research Center, Wagner Graduate School New York University), Dae Yeop Kim (TAUB Urban Research Center, Wagner Graduate School New York University) & Leanna Stiefel (TAUB Urban Research Center, New York University). Journal of Human Resources. 01/2004. Vol. 39. Iss. 2. p. 500-522.
This paper evaluates the impact of the New York Networks for School Renewal Project, a whole school reform initiated by the Annenberg Foundation as part of a nationwide reformn strategy.
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Patrice Iatarola (Florida State University) & Leanna Stiefel (Wagner Graduate School of Public Service, New York University ). Economics of Education Review. 01/2003. Vol. 22. Iss. 1. p. 69-78.
This paper presents empirical evidence on input and output equity of expenditures, teacher resources, and performance across 840 elementary and middle schools in New York City.
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Leanna Stiefel (Wagner Graduate School at New York Univeristy), Amy Ellen Schwartz (Wagner Graduate School at New York Univeristy) & Dae Yeop Kim (Wagner Graduate School at New York Univeristy). Journal of Education Finance. 01/2003. p. 23.
This paper analyzes the impact of the Perfromance Driven Budgeting initiative on student test scores in the fourth and fifth grades and on spending patterns.
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Leanna Stiefel (Wagner Graduate School of Public Service, New York University), Amy Ellen Schwartz (Wagner Graduate School of Public Service, New York University) & Patrice Iatarola (Institute for Education and Social Policy, New York University). Education Finance Research Consortium. 05/2001. p. 44.
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Leanna Stiefel (Professor of Economics at the Wagner Graduate School of Public Service at New York University), Amy Ellen Schwartz (Wagner Graduate School of Public Service at New York University) & Norm Fruchter (Director, Institute for Education and Social Policy). Education Finance Research Consortium. (no date specified). p. 41.
This study seeks to identify causal relationships between academic performance, expenditures, and characteristics of elementary and middle schools in New York City community school districts.
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