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Don Boyd, Pamela Grossman, Hamp Lankford, Susanna Loeb & James Wyckoff. Education Finance Research Consortium. 11/2005. p. 41.
Using data on students and teachers in grades three through eight in New York City, this study assesses the effects of such programs on the teacher workforce and on student achievement. We ask whether teachers who enter through these new routes are more or less effective at improving student achievement than other teachers and whether the presence of these alternative pathways affects the composition of New York City teaching workforce.
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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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Don Boyd, Susanna Loeb, Hamp Lankford & James Wyckoff. NBER Working Paper Series. 07/2003. p. 50.
The objective of this paper is to develop and estimate a model that more accurately characterizes the institutional features of teacher labor markets. The approach is based on a game-theoretic two-sided matching model and the estimation strategy employs the method of simulated moments.
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Don Boyd, Hamp Lankford, Susanna Loeb & James Wyckoff. Education Finance Research Consortium. 11/2002. p. 42.
Utilizing a unique dataset that follows the careers of all New York State public school teachers over the past twenty years, this paper asks: what is the typical career path of a teacher? How do career paths differ across schools and across teachers with different characteristics? And how do career paths contribute to the observed distribution of teachers across schools?
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Don Boyd (Rockefelloer Institute of Government, New York), James Wyckoff (University of Albany, SUNY) & Hamp Lankford (University of Albany, SUNY). Education Finance Research Consortium . 01/2002. p. 48.
In the 1999-00 school year, New York state school districts spent $22.3 billion more than they spent in the 1979-80 school year. This report examines the distribution of these additional funds by reviewing school district spending from 1980 to 2000 for each of New York's school districts.
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Michelle Naples (Rockefeller College of Public Affairs and Policy, University at Albany, SUNY) & James Wyckoff (Rockefeller College of Public Affairs and Policy, University at Albany, SUNY). Economics of Education Review. 01/2000. Vol. 19. p. 305-318.
This paper is a synthesis of work presented at a symposium examining the impact of higher academic standards on changes in the school finance system.
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H. Landford (University of Albany, SUNY) & James Wyckoff (University of Albany, SUNY). Education Finance Research Consortium . 01/1995. Vol. 17. Iss. 2. p. 195-218.
An important, but infrequently discussed, aspect of whether "money matters" concerns how school district expenditures have been allocated.
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