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The Long-Run Impacts of Same-Race Teachers

By Seth Gershenson, Cassandra M. D. Hart, Joshua Hyman, Constance A. Lindsay, and Nicholas W. Papageorge

òòò½Íø Journal: Economic Policy, November 2022

Leveraging the Tennessee STAR class size experiment, we show that Black students randomly assigned to at least one Black teacher in grades K–3 are 9 percentage points (13 percent) more likely to graduate from high school and 6 percentage points (19 perc...

Regression Discontinuity in Serial Dictatorship: Achievement Effects at Chicago's Exam Schools

By Atila ´¡²ú»å³Ü±ô°ì²¹»å¾±°ù´Çǧ±ô³Ü, Joshua D. Angrist, Yusuke Narita, Parag A. Pathak, and Roman A. Zarate

òòò½Íø Review, May 2017

Many school and college admission systems use centralized mechanisms to allocate seats based on applicant preferences and school priorities. When tie-breaking uses non-randomly assigned criteria like distance or a test score, applicants with the same pref...