Papers and Presentations Employing Data from the North ... · Paper prepared for 37th Annual Fall Research Conference, ... (2015). Racial and economic imbalance in Charlotte’s schools,

Rev. 1/27/2017

Papers and Presentations Employing Data from

the North Carolina Education Research Data Center

Minority Achievement Gap Francis, D. V., Darity, W. A., Bonneau, K. (2015). Why don’t more Black students take AP

math courses? Racialized tracking, social isolation and the "acting White" hypothesis.

Paper prepared for 37th Annual Fall Research Conference, Miami, Florida. Ladd, H. F., Clotfelter, C., & Vigdor. J. L. (2015). Racial and economic imbalance

in Charlotte’s schools, 1994-2012. In Rosyln Arlin Mickelson, Stephen Samuel Smith,

and Amy Hawn Nelson (Eds.), Yesterday, Today, and Tomorrow: The Past, Present,

and Future of School (De)segregation in Charlotte. Harvard Educational Press, pp. 69-84. Arons, R. (2014). The effect of race-based achievement goals on the achievement gap.

(Working Paper 2014).

Fruehwirth, J. C. (2013). Identifying peer achievement spillovers: Implications for desegregation

and the achievement gap. Quantitative Economics, 4, 85-124. Kinsler, J. (2013). School discipline: A source or salve for the racial achievement gap.

International Economic Review, 54(1), 355-383. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2012). New destinations, new trajectories?

The educational progress of Hispanic youth in North Carolina. Child Development, 83(5), 1608-1622.

Diette, T. M. (2012). The whiter the better? Racial composition and access to school resources

for Black student. The Review of Black Political Economy, 39, 321-334. Vigdor, J. L. (2011). School desegregation and the Black-White test score gap. In Whither Opportunity?

Rising Inequality, Schools, and Children's Life Chances, Greg Duncan and Richard

Murnane (Eds.), Russell Sage/Brookings. Miranda, M. L., Maxson, P., & Kim, D. (2010). Early childhood lead exposure and exceptionality

designations for students. International Journal of Child and Adolescent Health, 3(1), 77-84. Southworth, S. (2010). Examining the effects of school composition on North Carolina student

achievement over time. Education Policy Analysis Archives, 18(29). Jackson, C. K. (2009). Student demographics, teacher sorting, and teacher quality: Evidence

from the end of school desegregation. The Journal of Labor Economics, 27(2), 213-256. Miranda, M. L., Kim, D., Reiter, J., Galeano, M. A. O., & Maxson, P. (2009). Environmental

contributors to the achievement gap. Neurotoxicology, 30(6), 1019–1024. Xu, Z., Hannaway, J., & D’Souza, S. (2009). Student transience in North Carolina: The effect of

school mobility on student outcomes using longitudinal data. (Working Paper 22).

National Center for the Analysis of Longitudinal Data in Education Research, Urban

Institute.

Rev. 1/27/2017

Minority Achievement Gap (cont.)

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2009). The academic achievement gap in grades 3

to 8. Review of Economics and Statistics, 91(2), 398-419. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2008). School segregation under color-blind

jurisprudence: The case of North Carolina. Virginia Journal of Social Policy &

the Law, 16(1), 46. Cooley, J. (2007). Desegregation and the achievement gap: Do diverse peers help. Paper

prepared for American Educational Finance Meetings, Baltimore, MD. Killeya-Jones, L. A., Costanzo, P., & Malone, P. (2007). Peer evaluation in a racially-balanced

sample of early adolescents: The role of aggression and academics. Unpublished manuscript,

Duke University. Vigdor, J. L., & Ludwig, J. (2007). Segregation and the Black-White test score gap.

(Working Paper 12988). Armor, D., & Duck, S. (2006). Unravelling Black peer effects on Black test scores. Paper

prepared for Association for Public Policy Analysis and Management meetings,

Madison, WI. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2005). Classroom-level segregation and

resegregation in North Carolina. In J.C. Boger and G. Orfield (Eds.), School

Resegregation: Must the South Turn Back? Chapel Hill, NC: University of

North Carolina Press. Tyson, K. (2005). This is the house that Jim Crow built: Placement and course-taking patterns

among Black and White students. Paper prepared for American Sociological Association

annual meetings, Philadelphia, PA. Tyson, K., Darity, W., Jr., & Castellino, D. (2005). It’s not ‘a Black thing’: Understanding the

burden of acting White and other dilemmas of high achievement. American Sociological

Review, 70(4), 582-605. Castellino, D. R., Tyson, K. D., & Darity, W. (2004). High achieving African American students:

Individual, family, and school correlates to the success. Poster prepared for biennial

meetings of the Society for Research on Adolescence, Baltimore, MD. Castellino, D. R., Moore, J. A., Tyson, K. D., & Darity, W. (2003). Minority presence in

advanced curricula: A statewide investigation of school context effects. Poster prepared

for Biennial Meetings of the Society for Research in Child Development, Tampa, FL. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2003). Racial segregation in modern-day public

schools. Paper prepared for National Bureau of Economic Research Education Group

Meeting. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2003). Segregation and resegregation in North

Carolina’s public school classrooms. North Carolina Law Review, 81(4), 1463-1512. Diette, T. M. (2003). Choosing a course; race and the academic achievement gap. Paper

prepared for American Economic Association Annual Meeting, Washington, DC.

Rev. 1/27/2017

Teacher Quality and Student Outcomes

Gershenson, S. (in press). Should value-added models control for student absences?

Teachers College Record, September, ID No. 21629.

Shirrell, M. (in press). The effects of subgroup-specific accountability on teacher turnover

and attrition. Education Finance and Policy.

Aucejo, E. M. & Romano, T. F. (2016). Assessing the effect of school days and absences on test score

performance. Economics of Education Review, 55, 70-87.

Backes, B., Cowan, J., Goldhaber, D., Koedel, C., Miller, L., & Xu, Z. (2016). The common core

conundrum: To what extent should we worry that changes to assessments and standards

will affect test-based measures of teacher performance? (CALDER Working Paper 152).

Burkhauser, S. (2016). How much do school principals matter when it comes to teacher working

conditions? Educational Evaluation and Policy Analysis, XX(X), pp. 1-20.

Cook, J., & Gilleskie, D. (2016). Determinants of Teacher Sorting within Public School Systems:

A Dynamic Model of Teacher Mobility and Credentialing. Manuscript submitted for publication.

Gershenson, S. (2016). Linking teacher quality, student attendance, and student achievement.

Education Finance and Policy, 11(2), 125-149.

Glennie, E. J., Mason, M., & Edmunds, J. A. (2016). Retention and satisfaction of novice teachers:

Lessons from a school reform model. Journal of Education and Training Studies, 4(4), 244-258.

Gershenson, S. (2016). Performance standards and employee effort: Evidence from teacher

absences. Journal of Policy Analysis and Management, 35(3), 615-638.

Goldhaber, D., Hansen, M., & Walch, J. (2016). Time to tenure: Does tenure reform affect teacher

absence behavior and mobility? Manuscript submitted for publication.

Goldhaber, D., Quince, V., & Theobald, R. (2016). Has it always been this way? Tracing the evolution

of teacher quality gaps in U.S. public schools (CALDER Working paper 171, December 2016).

Goldhaber, D. & Startz, R. (2016). On the distribution of worker productivity: The case of teacher

effectiveness and student achievement. Manuscript submitted for publication.

Heissel, J. A. & Ladd, H. F. (2016). School turnaround in North Carolina: A regression discontinuity

analysis. (CALDER Working Paper 156, March 2016).

Horoi, I. (2016). The persistence of nation board certified teacher effects. Unpublished manuscript.

University of Illinois at Chicago.

Horoi, I. & Bhai, M. (2016). New evidence on national board certification as a signal of teacher quality.

Unpublished manuscript. University of Illinois at Chicago.

Jinnai, Y. (2016). The effects of a teacher performance-pay program on student achievement:

A regression discontinuity approach. Economics Bulletin, 36(2), 993-999.

Rev. 1/27/2017

Teacher Quality and Student Outcomes (cont.)

Kinsler, J. (2016). Teacher complementarities in test score production: Evidence from Primary School.

Journal of Labor Economics, 34(1), 29-61.

Kurtz, M. D. (2016). Classroom evaluation models using student test scores: A comparison of value

added and student growth percentile models. Unpublished manuscript, Lycoming College.

Macartney, H. (2016). The dynamic effects of educational accountability. Journal of Labor Economics,

34(1), 1-28.

Qureshi, J. A. (2016) Siblings, teachers and spillovers on academic achievement. Unpublished

manuscript.

Rothstein, J. (2016). Revisiting the impacts of teachers. (Under review).

Bhai, M., & Horoi, I. (2015). Teacher characteristics and student achievement: Evidence from twins.

Available at Social Science Research Network.

Burkhauser, S. (2015). Staffing and retaining high school principals in North Carolina and Ohio.

Poster prepared for 2015 American Educational Research Association Annual Meeting,

Chicago, IL.

Chingos, M. M., Whitehurst, G. J., & Gallaher, M. R. (2015). School districts and student

achievement. Education Finance and Policy, 10(3), 378-398.

Cooke, A. (2015). Those who can: Teacher quality and the labor market. Unpublished manuscript,

University of Connecticut.

Gottfried, M., & Gershenson, S. (2015). Student absences: How they hurt and what works.

Teachers College Record, May, ID Number 17953.

Graves, J., McMullen, S, & Rouse, K. (2015). Teacher turnover and quality effects of

year-round schooling. Unpublished manuscript, SERVE Center, University of North Carolina

at Greensboro.

Ladd, H. & Sorensen, L. (2015, Forthcoming). Returns to teacher experience: Student achievement and

motivation in middle school. Accepted for publication. Education Finance and Policy.

Mansfield, R. (2015). Teacher quality and student inequality. Journal of Labor Economics, 33(3),

751-788.

Ost, B., & Schiman, J. C. (2015). Grade-specific experience, grade reassignments, and

teacher turnover. Economics of Education Review, 46, 112-126.

Xu, Z., Özek, U., & Hansen, M. (2015). Teacher performance trajectories in high- and lower-

poverty schools. Educational Evaluation and Policy Analysis, 37(4), 458-477.

Chingos, M. M., Whitehurst, G. J., & Lindquist, K. M. (2014). School superintendents: Vital or

irrelevant? Washington, D.C.: Brookings Institution.

Rev. 1/27/2017


Goldhaber, D., Walch, J., & Gabele, B. (2014). Does the model matter? Exploring the

relationship between different student achievement-based teacher assessments.

Statistics, Politics, and Policy, 1(1), 28-39.

Hansen, M. (2014). Characteristics of schools successful in STEM: Evidence from two states’

longitudinal data. Journal of Educational Research, 107(5), 374-391.

Hansen, M. (2014). Right-sizing the classroom: Making the most of great teachers. (CALDER

Working Paper 110). American Institutes for Research. Washington, DC.

Hansen, M., & Gonzalez, T. (2014). Investigating the relationship between STEM learning

principles and student achievement in math and science. American Journal of Education,

120(2), 139-171.

Means, B., House, A., Young, V., and Wang, H. (2014). The effects of attending an inclusive

STEM high school: A longitudinal study of North Carolina schools. Paper prepared for

the annual meeting of the American Educational Research Association, Philadelphia, PA.

Means, B., House, A., Young, V., Wang, H., & Tyler, N. (2014). Outcomes for graduates

of inclusive STEM-focused high schools. Paper prepared for the annual meeting of the

National Association for Research in Science Teaching, Pittsburgh, PA.

Ost, B. (2014). How do teachers improve? The relative importance of general and specific

human capital, American Economic Journal: Applied Economics, 6(2), 127-151.

Cook, D. A. (2013). An engaged dialogue: Reflections on preparing African American

teachers for diverse classrooms. Multicultural Perspectives, 15(1), 46-51

Goldhaber, D., Cowan, J., & Walch, J. (2013). Is a good elementary teacher always good: Assessing

teacher performance estimates across subjects. Economics of Education Review, 36, 216-228.

Hansen, M. (2013). Investigating the role of human resources in school turnaround: A

decomposition of improving schools in two states. (CALDER Working Paper 89).

American Institutes for Research. Washington, DC.

Isenberg, E., Max, J., Gleason, P., Potamites, L., Santillano, R., Hock, H., & Hansen, M.

(2013). Access to effective teaching for disadvantaged students. Prepared for

U.S. Department of Education, Institute of Education Sciences, National Center

for Education Evaluation and Regional Assistance. Washington, DC.

Jackson, C. K. (2013). Non-cognitive ability, test scores, and teacher quality: Evidence from

9th grade teachers in North Carolina. (NBER Working Paper No. 18624).

Mahler, P. (2013). Retaining a high quality teaching workforce: The effects of pension

design. Paper prepared for Allied Social Sciences Association, San Diego, CA.

Rev. 1/27/2017


Petty, T., Wang, C., & Harbaugh, A. (2013). Relationships between student, teacher, and school

characteristics and mathematics achievement. School Science and Mathematics,

113(7), 333-344.

Burr, T. M., Nechyba, T., & Connolly, M. (2012). An Assessment of Teach for America effectiveness

and spillover effects in North Carolina. (Honors thesis submitted in partial fulfillment of the

requirements for Graduation with Distinction in Economics in Trinity College of Duke

University).

Carruthers, C. (2012). The qualifications and classroom performance of teachers moving to

charter schools. Education Finance and Policy, 7(3), 233-268.

Kelly, H., & Cook, D. A. (2012). Black teachers theorizing. Educational Studies, 48(3), 215-219.

Kinsler, J. (2012). Assessing Rothstein’s critique of teacher value-added models. Quantitative

Economics 3, 333-362.

Kinsler, J. (2012). Beyond levels and growth: Estimating teacher value-added and its persistence.

Journal of Human Resources, 47(3), 722-753

Mehta, N. (2012). Competition in public school districts: Charter school entry, student sorting,

and school input determination. (Working Paper 2012-3). CIBC Centre for Human Capital

and Productivity.

Moller, S., & Stearns, E. (2012). Tracking success: High school curricula and labor market outcomes

by race and gender. Urban Education, 47(6), 1025-1054

Reamer, A., Ivy, J., Young, R., & Vila-Parrish, A. (2012). A Markov chain model of student

performance in mathematics. Paper prepared for Industrial and Systems Engineering

Research Conference, Orlando, FL.

Ahn, T. (2011). Optimal matching of teachers and schools under accountability pressure.

Paper prepared for Association for Public Policy and Management, Washington, DC.

Aucejo, E. (2011). Assessing the role of teacher-student interactions. Unpublished manuscript.

Duke University.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2011). Teacher mobility, school segregation, and

pay-based policies to level the playing field. Education, Finance and Policy, 6(3),

399-438.

Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of

Planned and actual teacher movement? Educational Evaluation and Policy Analysis,

33(2), 235-261.

Mahler, P. (2011). Do teacher responses to retirement incentives vary with teacher quality?

Paper pepared for Professional Meeting of Association for Education Finance and Policy,

Seattle, WA.

Rev. 1/27/2017


Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2010). Teacher credentials and student

achievement in high school: A cross-subject analysis with student fixed effects.

Journal of Human Resources, 45(3), 655-681.

Goldhaber, D., & Hansen, M. (2010). Assessing the potential of using value-added estimates

of teacher job performance for making high-stakes personnel decisions. (Working

Paper 31). National Center for the Analysis of Longitudinal Data in Education

Research, Urban Institute.

Goldhaber, D., & Hansen, M. (2010). Race, gender, and teacher testing: How informative a tool

is teacher licensure testing? American Educational Research Journal, 47(1), 218-251

Goldhaber, D., & Hansen, M. (2010). Using performance on the job to inform teacher tenure

decisions. American Economic Review, 100(2), 250-255.

Goldhaber, D., Gross, B., & Player, D. (2010). Teacher career paths, teacher quality, and

persistence in the classroom: Are schools keeping their best? Journal of Policy

Analysis and Management, 30(1), 57-87.

Rothstein, J. (2010). Teacher quality in educational production: Tracking, decay, and student

achievement. Quarterly Journal of Economics, 125(1), 175-214.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2009). Are teacher absences worth worrying about

in the U.S.? Education Finance and Policy, 4(2), 115-149.

Goldhaber, D., & Hansen, M. (2009). National Board Certification and teachers’ career paths:

Does NBPTS certification influence how long teachers remain in the profession and

where they teach? Education Finance and Policy, 4(3), 229-262.

Hansen, M. (2009). How career concerns influence public workers’ effort: Evidence from the

teacher labor market. (Working Paper 40). National Center for the Analysis of

Longitudinal Data in Education Research, Urban Institute.

Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: The

importance of peer learning for teachers. American Economic Journal: Applied

Economics, 1(4), 85–108.

Clotfelter, C. T., Glennie, E. J., Ladd, H. F., & Vigdor, J. L. (2008). Teacher bonuses and teacher

retention in low-performing schools: Evidence from the North Carolina $1,800

Teacher Bonus Program. Public Finance Review, 36 (1), 63-87.

Clotfelter, C. T., Glennie, E. J., Ladd, H. F., & Vigdor, J. L. (2008). Would higher salaries keep

teachers in high-poverty schools? Evidence from a policy intervention in North

Carolina. Journal of Public Economics, 92(5-6), 1352-1370.

Figlio, D., & Ladd, H. F. (2008). School accountability and student achievement, Handbook

of Research in Education Finance and Policy (H.F. Ladd and E.B. Fiske, Eds.),

Routledge, 166-182.

Rev. 1/27/2017


Goldhaber, D., & Hansen, M. (2008). Is it just a bad class? Assessing the stability of measured

teacher performance. (Working Paper 2008_5). Center on Reinventing Public

Education, Seattle, WA.

Ladd, H. F. (2008). Reflections on equity, adequacy, and weighted student funding,

Journal of Education Finance and Policy, 3(4), 402-423.

Ladd, H. F. (2008). Teacher effects: What do we know? In Greg Duncan, James Spillane (Eds.),

Teacher quality: Broadening and Deepening the debate. Web based publication,

Multidisciplinary Program in the Education Sciences, Northwestern University.

Vigdor, J. L. (2008). Teacher salary bonuses in North Carolina. (Working Paper 15). National

Center for the Analysis of Longitudinal Data in Education Research, Urban Institute.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). How and why do teacher credentials

matter for student achievement? (Working Paper No. 12828). The National Bureau of

Economic Research.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student

achievement: Longitudinal analysis with student fixed effects. Economics of

Education Review, 26(6), 673-682.

Clotfelter, C. T., Ladd, H. F., Vigdor, J. L., & Wheeler, J. (2007). High poverty schools and the

distribution of teachers and principals. North Carolina Law Review, 85(5),1345-1380.

Glennie, E., Bonneau, K., Sherrill, M., & Dodge, K. (2007). Riding the tide of school-level

accountability: Do schools experience a rising tide or are some students thrown

overboard. Paper prepared for Southern Sociological Society Meetings, Atlanta, GA.

Goldhaber, D. (2007). Analysis of the distribution & career path of NBPTS-certified teachers.

Paper prepared for National Board for Professional Teaching Standards National

Conference and Exposition, Washington, DC.

Goldhaber, D. (2007). Everyone’s doing it, but what does teacher testing tell us about teacher

effectiveness? Journal of Human Resources, 42(4), 765-794.

Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? National

Board Certification as a signal of effective teaching. Review of Economics and Statistics,

89(1), 134-150.

Goldhaber, D., Choi, H.-J., & Cramer, L. (2007). A descriptive analysis of the distribution of

NBPTS certified teachers in North Carolina. Economics of Education Review, 26(2),

160-172.

Rev. 1/27/2017


Goldhaber, D., Gross, B., & Player, D. (2007). Are public schools really losing their ‘best’?

Assessing the career transitions of teachers and their implications for the quality of

the teacher workforce. (Working Paper 2007_12). Center on Reinventing Public

Education.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the

assessment of teacher effectiveness. Journal of Human Resources 41(4), 778-820.

Goldhaber, D. (2006). National board teachers are more effective, but are they in the

classrooms where they’re needed the most? Education Finance and Policy, 1(3),

372-383.

Goldhaber, D. (2006). Teacher licensure tests and student achievement: Is teacher testing

an effective policy? Paper prepared for American Educational Finance Association

Annual Conference, Denver, CO; and the American Education Research Association

Annual Conference, San Francisco, CA.

Clotfelter, C., Glennie, E., Ladd, H., & Vigdor, J. (2005). The North Carolina Math/Science/Special

Education $1,800 Teacher Bonus Program: An Initial Evaluation. Paper prepared at the

North Carolina State Board of Education Meeting, Raleigh NC and at the American

Education Finance Association Conference, Lexington, KY.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2005). Who teaches whom? Race and the

distribution of novice teachers. Economics of Education Review, 24(4), 377-392.

Natkin, J., & Jurs, S. (2005). The effect of a professional learning team on middle school reading

achievement: An impact assessment. Report prepared for SERVE Center, The University

of North Carolina at Greensboro, Greensboro, NC.

Clotfelter, C. T., Ladd, H. F., Vigdor, J. L., & Alagia, R. A. (2004). Do school accountability

systems make it more difficult for low performing schools to attract and retain high

quality teachers? Journal of Policy Analysis and Management, 23(2), 251-271. Reprinted

in C. Beldfield (Ed.), Modern Classics in the Economics of Education. Cheltenham,

UK: Edward Elgar Publishing Limited.

Goldhaber, D., Perry, D., & Anthony, E. (2004). The National Board for Professional Teaching

Standards (NBPTS) process: Who applies and what factors are associated with NBPTS

certification? Educational Evaluation and Policy Analysis, 26(4), 259-280.

Glennie, E., & Coble, C. (2004). Teacher perceptions of the work environment in hard to staff

schools. Paper prepared for National Center for Education Statistics Summer Data

Conference, Washington, DC.

Ladd, H. F., Clotfelter, C., & Vigdor, J. (2004). Teacher quality and minority achievement gaps.

Paper prepared for the fall, 2004 APPAM meetings based on final report to the Spencer

Foundation.

Rev. 1/27/2017

School Accountability and Choice

Giersch, J., Bottia, M., Mickelson, R., & Stearns, E. (2016). Exposure to school and classroom

racial segregation in Charlotte-Mecklenburg high schools and students’ college

achievement. Education Policy Analysis Archives 24(32).

Lauen, D. L., & Gaddis, S. M. (2016). Accountability pressure, academic standards, and

educational triage. Educational Evaluation and Policy Analysis, 38 (1), 127-147.

Ladd, H. F., Clotfelter, C. T., & Holbein, J. B. (2015). The growing segmentation of the charter

school sector in North Carolina. (CALDER Working paper 133, August 2015).

Caetano, G., & Macartney, H. (2014). Quasi-experimental evidence of school choice through

residential sorting. Unpublished manuscript. Duke University, University of Rochester,

NBER.

Flowers, N., Begum, S., Carpenter, D. M. H., Mulhall, P. F., & Poes, M. J. (2014). Turning

around low performing middle-grades schools: Emerging research from a nationally

funded investing in innovation (i3) project. Paper prepared for the annual meeting of the

American Educational Research Association, Philadelphia, PA.

Jinnai, Y. (2014). Direct and indirect impact of charter schools' entry on traditional public

schools: New evidence from North Carolina. Economics Letters, 124,452-456.

Ahn, T., & Vigdor, J. (2013). The impact of NCLB's accountability sanctions on school

performance: Regression discontinuity evidence from North Carolina.

(NBER Working Paper 20511).

Ahn, T., & Vigdor, J. (2013). Were all those standardized tests for nothing? The lessons of

No Child Left Behind. Report prepared for the National Research Initiative,

American Enterprise Institute.

Cremata, E., Davis, D., Dickey, K., Lawyer, K., Negassi, Y., Raymond, M. E., &

Woodworth, J. L. (2013). The national charter school study. Paper prepared for

Center for Research on Education Outcomes, Stanford University, Stanford, CA.

Mickelson, R., Giersch, J., Stearns, E., & Moller, S. (2013). How (and why) NCLB failed to close

the achievement gap: Evidence from North Carolina, 1998-2004. ECI Interdisciplinary

Journal for Legal and Social Policy, 3(1), Article 1.

Whitehurst, G. J., Chingos, M. M., & Gallaher, M. R. (2013). Do school districts matter?

Washington, D.C.: The Brookings Institution.

Carruthers, C. K. (2012). New schools, new students, new teachers: Evaluating the effectiveness

of charter schools. Economics of Education Review, 31(2), 280-292.

Jackson, K. (2012). School competition and teacher labor markets: Evidence from charter school

entry in North Carolina. Journal of Public Economics, 96(5-6), 431-448.

Rev. 1/27/2017

School Accountability and Choice (cont.)

Lauen, D. L, & Gaddis, S. M. (2012). Shining a light or fumbling in the dark? The effects of

NCLB’s subgroup-specific accountability on student achievement. Educational

Evaluation and Policy Analysis, 34(2), 185–208.

Jinnai, Y. (2011). Who benefits from school choice? School competition, student sorting, and

spillover effects. Unpublished manuscript. University of Rochester.

Figlio, D., & Ladd, H. F. (2010). The economics of school accountability. International

Encyclopedia of Education, 3, 374-379.

Ladd, H. F., & Lauen, D. L. (2010). Status versus growth: The distributional effects of school

accountability policies. Journal of Policy Analysis and Management, 29(3), 426-450.

Ahn, T., & Vigdor, J. (2009). Does no child left behind have teeth? Examining the impact of

federal accountability sanctions in North Carolina. Paper prepared for Institute for

Federalism and Intergovernmental Relations (IFIR) and Martin School Workshop,

Lexington, KY.

Bifulco, R., Ladd, H. F., & Ross, S. R. (2009). Public school choice and integration. Evidence

from Durham, North Carolina. Social Science Research 38(1), 71-85.

Bifulco, R., Ladd, H. F., & Ross, S. (2009). The effects of public school choice on those left

behind: Evidence from Durham, NC. Peabody Journal of Education, 84(2), 130-149.

Corcoran, S., Jennings, J. L., & Thomas, J. S. (2009). The gender gap in charter school

attendance. Paper prepared for School Choice and School Improvement: Research in

State, District, and Community Contexts, Vanderbilt University, October 25-27, 2009.

Ladd, H. F. (2009). Parental choice and segregation: Evidence from the United States. School

Choice in an International Context: Learning from other countries' experiences.

Centre for Market and Public Organization. University of Bristol.

Godwin, K., Leland, S., Wilson, D., & Baxter, A. (2008). Testing tiebout: Intra-district public

school choice as a quasi-market. Paper prepared for the annual meetings of the Midwest

Political Science Association, Chicago, IL.

Bifulco, R., & Ladd, H. F. (2007). School choice, racial segregation and test-score gaps:

Evidence from North Carolina's Charter School Program. Journal of Policy Analysis

and Management, 26(1), 31-56.

Mickelson, R.A., & Everett, B.J. (2007). Neotracking in North Carolina: How high school

courses of study reproduce race and class-based stratification. Teachers College Record,

110(3), 535-570.

Bifulco, R., & Ladd, H. F. (2006). Institutional change and co-production of public services: The

effect of charter school on parental involvement. Journal of Public Administration

Research and Theory, 16, 553-576.

Bifulco, R., & Ladd, H. F. (2006). The impact of charter schools on student achievement:

Evidence from North Carolina. Journal of Education Finance and Policy, 1(1), 50-90.

Rev. 1/27/2017

School Accountability and Choice (cont.)

Jones-Sanpei, H. A. (2006). Racial and socioeconomic segregation in a district with

controlled school choice. Paper prepared for Association for Public Policy Analysis

and Management Fall Research Conference, Madison, WI.

Southworth, S. (2006). Segregation in post-unitary Charlotte-Mecklenburg schools. Paper

prepared for the annual meetings of the Association for Public Policy Analysis and

Management Research Conference, Madison, WI.

Bifulco, R., & Ladd, H. F. (2005). Results [about charter schools] from the Tar Heel State.

Education Next, Fall, 60-66.

Mickelson, R. A., & Southworth, S. (2005). When opting out is not a choice: Implications for

NCLB’s transfer option from Charlotte, North Carolina. Equity & Excellence in

Education, 38, 1–15.

Newmark, C. M. (2005). Another look at the effect of charter schools on student test scores

in North Carolina. Policy Report. John Locke Foundation.

Southworth, S., & Barnshaw, J. (2005). No child left behind: Critical intersections in choice,

segregation and equity in American public education. Paper prepare for Annual

Meetings of the Society for the Study of Social Problems, Philadelphia, PA.

Ladd, H. F. (2003). School vouchers and student achievement: What we know so far. Center for

Child and Family Policy, Policy Brief, 3(1).

Fiske, E. B., & Ladd, H. F. (2002). The voucher debate after Zelman v. Simmons-Harris: The

need to focus on core education issues. Center for Child and Family Policy, Policy Brief,

2(1).

Glennie, E. J., & Ladd, H. F. (2002). The No Child Left Behind Act and school-based

accountability: Lessons from North Carolina. Center for Child and Family Policy,

Policy Brief, 2(2).

Ladd, H. F., & Zelli, A. (2002). School-based accountability in North Carolina: The response of

school principals. Educational Administration Quarterly, 38(4), 494-529.

Stearns, E. (2002). No child left behind and the education achievement gap. Center for Child

and Family Policy, Policy Brief, 2(5).

Ladd, H. F., & Glennie, E. J. (2001). Claims for school voucher success in Florida not justified.

Center for Child and Family Policy, Policy Brief, 1(1).

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The Academic Performance of At-Risk Children

Schulte, A. C., Stevens, J. J., Elliott, S. N., Tindal, G., & Nese, J. F. T. (2016). Achievement gaps

for students with disabilities: Stable, widening, or narrowing on a state-wide reading

comprehensive test? Journal of Educational Psychology.

Stevens, J. J., & Schulte, A. C. (2016). The interaction of learning disability status and student

demographic characteristics on mathematics growth. Journal of Learning Disabilities, 1-14.

Stevens, J. J., & Zvoch, K. (2016). Testing and interpreting interaction effects in

multilevel models. Paper prepared for the annual meeting of the American

Educational Research Association. Washington, DC

Tindal, J., Schulte, A. C., Elliott, S. N., & Egnor, D. (2016). Students with disabilities’ achievement

growth and gaps. Invited paper prepared for the Office of Special Educations Project

Directors' Conference, Washington, DC.

Muschkin, C. G., Ladd, H. F., & Dodge, K. A. (2015). Impact of North Carolina’s Early Childhood

Initiatives on special education placements in third grade. Educational Evaluation and Policy

Analysis, 37(4), 478-500.

Schulte, A., & Stevens, J. J. (2015). Does one size fit all? Reading achievement growth for students with

and without disabilities. In J. J. Stevens (Chair), Research and Development on Assessment and

Accountability for Special Education. Coordinated paper session at the meeting of the National

Council for Measurement in Education, Chicago, IL.

Schulte, A. C., (2015). National Center on Assessment and Accountability for Special Education

(NCAASE): Update to the ASES SCASS (Assessing Special Education Students State

Collaborative on Assessment and Student Standards). Paper prepared for the meeting of the

ASES SCASS, Council of Chief State School Officers, Chicago, IL.

Schulte, A. C., & Stevens, J. J. (2015). Once, sometimes, or always in special education: Mathematics

growth and achievement gaps. Exceptional Children, 81(3), 370-387.

Stevens, J.J., & Elliott, S.N. (2015). Mathematics and reading proficiency rates for students in

specific exceptionality groups. Paper prepared for the Hawaii International Conference

on Education, Honolulu, HI.

Stevens, J. J., Schulte, A. C., Elliott, S. N., Nese, J. F. T., & Tindal, G. (2015). Growth and

gaps in mathematics achievement of students with and without disabilities on a statewide

achievement test. Journal of School Psychology, 53(1), 45-62.

Stevens, J. J., Schulte, A. C., Elliott, S. N., Tindal, G., & Nese, J. F. T. (2015). A constellation of

findings from NCAASE. Paper prepared for the NCER/NCSER Principal Investigators Meeting,

Institute of Education Sciences, Washington, DC.

Diette, T. M., & Oyelere, R. U. (2014). Evidence from North Carolina shows that immigrant students

with limited English have a very minor impact on native students’ performance.

Morehouse Faculty Publications. Paper 15.

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The Academic Performance of At-Risk Children (cont.)

Diette, T. M., & Oyelere, R. U. (2014). Gender and race heterogeneity: The impact of students

with limited English on native students' performance. American Economic Review,

104(5), 412-17.

Fruehwirth, J. C. (2014). Can achievement peer effect estimates inform policy? A view from

Inside. The Review of Economics and Statistics, 96(3), 514-523.

Ladd, H., Dodge, K., & Muschkin, C. (2014). From birth to school: Early childhood initiatives

and third grade outcomes in North Carolina. Journal of Policy Analysis and Management,

33(1), 162–187.

Lakin, J.M. (2014). Diversity in testing issues: Staying on track with growth-to-standards accountability

models: Validity and accuracy of models for English learner students. Paper prepared for the

annual meeting of the National Council on Measurement in Education, Philadelphia, PA

Miranda, M. L., Anthopolos, R., Edwards, S., & Kim, D. (in press). Educational test performance

according to birth weight, gestation, and prenatal smoking status. New England Journal

of Medicine.

Schulte, A. C., & Erchul, W. P. (2014). Achievement growth by students with and without

disabilities. Research presentation prepared for the faculty associated with the Learning

Sciences Institute Australia, Australian Catholic University, Brisbane, Australia.

Schulte, A. C., Murr, N.S., & Stevens, J. J. (2014). Accountability dilemmas for students

with disabilities and policy alternatives. Paper prepared for annual meeting of the

National Conference on Student Assessment, New Orleans, LA.

Stevens, J. J., Nese, J. F. T., & Schulte, A. (2014). Mathematics achievement growth

and achievement gaps for students with disabilities. Paper prepared for annual

International Conference on Education, Honolulu, HI.

Tindal, G., Stevens, J. J., Nese, J. F. T., Schulte, A. C., Elliott, S. N., Kurz, A., & Buckley, J.

(2014). Critical issues in studying growth on state tests for students with

disabilities. Paper prepared for meeting of the Council for Exceptional Children,

Philadelphia, PA.

Anthopolos, R., Edwards, S. E., & Miranda, M. L. (2013). Effects of maternal prenatal smoking

and birth outcomes extending into the normal range on academic performance in fourth

grade in North Carolina, USA. Paediatric and Perinatal Epidemiology 27(6), 564-574.

Biancarosa, G., Zvoch, K., Stevens, J. J., & Schulte, A. C. (2013). School effects on the

middle school reading achievement of students with disabilities: A multilevel,

longitudinal analysis. Paper prepared for annual meeting of the National Council for

Measurement in Education, San Francisco, CA.

Lakin, J. M. (2013). Meeting the assessment needs of English learner students: The validity of

accountability-focused growth models. Paper prepared for the annual meeting of the

National Council on Measurement in Education, San Francisco, CA.

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The Academic Performance of At-Risk Children (cont.)

Schulte, A., & Stevens, J. J. (2013). Special education growth: Contrasting stable and

variable identification of special education student status across grades. Paper prepared

for annual meeting of the National Council for Measurement in Education,

San Francisco, CA.

Stevens, J. J., & Schulte, A. (2013). Reading achievement growth at the student and

school levels for regular and special education elementary students. Paper prepared for

annual meeting of the National Council for Measurement in Education, San Francisco,

CA.

Glennie, E., Bonneau, K., Van Dellen, M., & Dodge, K. (2012). Addition by subtraction: The

relation between dropout rates and school-level accountability. Teachers College

Record, 114(8), 1–26.

Ananat, E., Gassman-Pines, A., & Gibson-Davis, C. M. (2011). The effects of plant closings on

children’s educational achievement. In G. J. Duncan and R. Murnane (Eds.), Whither

Opportunity? Rising Inequality, Schools, and Children’s Life Chances. New York:

Russell Sage, 299-313.

Bifulco, R., Flether, J. M., & Ross, S. L. (2009). The effect of classmate characteristics on individual

outcomes: Evidence from the Add Health. (Working Paper 2009-15).

Miranda, M. L., Kim, D., Galeano, M. A. O., Paul, C. J., Hull, A. P., & Morgan, S. P. (2007).

The relationship between early childhood blood lead levels and performance on end of

grade tests. Environmental Health Perspectives, 115(8), 1242-1247.

Stearns, M. E., & Glennie, E. (2006). When and why dropouts leave school. Youth and Society,

38(1), 29-57.

Jentleson, B. (2005). Improving academic outcomes for at-risk students through community-

based afterschool program. Paper prepared for 16th Annual Youth-At-Risk Conference,

Savannah, GA.

Glennie, E. J., & Stearns, E. (2002). The relationship between ethnicity and early dropout:

Evidence from North Carolina’s public schools. Paper prepared for Southern

Sociological Society Meetings, Baltimore, MD.

Glennie, E. J., & Stearns, E. (2002). Why Hispanic students drop out of high school early:

Data from North Carolina. Center for Child and Family Policy, Policy Brief, 2(6).

Darity, W., Castellino, D.R., Tyson, K., Cobb, C., & McMillen, B. (2001). Increasing opportunity

to learn via access to rigorous courses and programs: One strategy for closing the achievement

gap for at-risk and ethnic minority students. Report prepared for the North Carolina Department

of Public Instructions.

Rev. 1/27/2017

Problem Behavior in Schools

Gershenson, S., Jacknowitz, A., & Brannegan, A. (2016). Are student absences worth the worry in U.S.

primary schools? Education Finance & Policy. (Accepted for publication). Holbein, J. B., & Ladd, H. F. (2016). Accountability pressure: Regression discontinuity estimates of how

NCLB affects student behavior. Social Science Research Network.

Lindsay, C. A., & Hart, C. M. D. (2016). Teacher-student race match and student disciplinary outcomes

for Black students in North Carolina. Submitted for publication.

Holbein, J. B., & Ladd, H. F. (2015). Accountability pressure and non-achievement student behaviors.

(Working Paper 122). Horoi, I., & Ost, B. (2015). Disruptive peers and the estimation of teacher value added.

Economics and Education Review, 49:180-192.

Muschkin, C. G., Glennie, E. J., & Beck, A. N. (2014). Peer contexts: Do old for grade and retained

peers influence student behavior in middle school? Teachers College Record, 116(4), 141-177. Francis, D. V. (2013). Bias or behavior? Using differences between teacher reports and administrative

records to identify bias in teacher perceptions of student behavior. Unpublished manuscript.

University of Massachusetts-Amherst.

Beck, A. N., & Muschkin, C. G. (2012). The enduring impact of race: Understanding disparities

in student disciplinary infractions and achievement. Sociological Perspectives, 55(4),

637-662. Bowen, G. L., Hopson, L., Rose, R. A., & Glennie, E. (2012). Students’ perceived parental school

behavior expectations and their academic performance: A longitudinal analysis.

Family Relations, 61, 175–191. Kinsler, J. (2011). Understanding the Black-White school discipline gap. Economics of Education Review,

30(6), 1370-1383 Cook, P., MacCoun, R., Muschkin, C., & Vigdor, J. (2008). The negative impact of starting middle school

in sixth grade. Journal of Policy Analysis and Management, 27(1), 104–121. MacCoun, R., Cook, P., Muschkin, C., & Vigdor, J. (2008). Distinguishing spurious and real peer effects:

Evidence from artificial societies, small-group experiments, and real schoolyard.

Review of Law & Economics, 4(3), 695-714. Muschkin, C. G., & Beck, A. N. (2007). Race differences in student behavior and academic achievement:

A decomposition analysis of student, peer, and school effects. Paper prepared for Population

Association of America annual meeting, New York, NY.

Muschkin, C. G., & Beck, A. N. (2006). Explaining race differences in student behavior: The relative

contribution of student, peer, and school characteristics. Paper prepared for annual meetings

of the Southern Demographic Association, Durham, NC. Cook, P., MacCoun, R., Muschkin, C., & Vigdor, J. (2005). Does the timing of the transition to middle

school affect substance abuse trajectories? Paper prepared for Society for Prevention Research

Meeting, Washington DC. Muschkin, C. G., & Glennie, E. (2005). Peer effects of retention and old for grade students on adolescent

problem Behaviors. Paper prepared for Southern Sociological Society Meetings, Charlotte, NC.

Rev. 1/27/2017

Linking Data and Policy

Ladd, H. F., & Muschkin, C. G. (2008). Research access to state education administrative

data: the North Carolina Education Research Data Center. Paper prepared for

Protecting Students' Records and Facilitating Education Research: A Workshop,

sponsored by the National Academies, National Research Council, Division of

Behavioral and Social Sciences and Education, Washington, DC.

Glennie, E. (2004). Integrating data for innovative analysis: The North Carolina Education

Research Data Center. Paper prepared for International Sociological Association

Research Committee on Logic and Methodology, Annual Conference on Social Science

Methodology, Amsterdam, Netherlands.

Berry, B., Barnes, G., & Glennie, E. J. (2003). Using data to make good teaching quality

decisions. Paper prepared for No Child Left Behind: Implications for Teacher and

Teaching Quality. Sponsored by the National Governors Association, the Education

Commission of the States, the Southeast Center for Teaching Quality, and the Southern

Regional Education Board. Atlanta, GA.

Glennie, E. J. (2003). Overcoming barriers to education policy research: The North Carolina

Education Research Data Center. Paper prepared for National Center for Education

Statistics Summer Data Conference, Washington, DC.

Dodge, K. A., et al. (2002). Preventing chronic violence in schools. Presentation

at the White House Conference on Character and Community. Washington, DC.

Impact of Specific Policies on Student Outcomes

Southworth, S., & Denton, M. (in press). School composition and social capital: Determinants of

Algebra II college bound course placement. Sociology of Education.

Edmunds, J., Unlu, F., Glennie, E., Berstein, L., Fesler, L., Furey, J., & Arshavsky, N. (2016).

Smoothing the transition to postsecondary education: The impact of the early college model.

Journal of Research on Educational Effectiveness.

Hall, W. J., & Chapman, M. V. (2016). The role of school context in implementing a statewide

anti-bullying policy and protecting students. Educational Policy, 1-33.

Tan, P. L. (2016). The impact of school entry laws on female education and teenage fertility.

Accepted at the Journal of Population Economics.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2015). The aftermath of accelerating algebra:

Evidence from a district policy initiative. Journal of Human Resources, 50(1), 159-188.

Edmunds, J. A. (2015). Expanding access to postsecondary education: The early college experience.

Unpublished manuscript, SERVE Center, University of North Carolina at Greensboro.

Gershenson, S., & Langbein, L. (2015). The effect of primary school size on academic

achievement. Educational Evaluation and Policy Analysis, 37(1S), 135S-155S.

Rev. 1/27/2017

Impact of Specific Policies on Student Outcomes (cont.)

Flowers, N., Begum, S., Carpenter, D. M. H., & Mulhall, P. F. (2015, April) Measuring the

impact of a nationally funded i3 project on middle-grades student academic

performance. Paper prepared for the annual meeting of the American Educational

Research Association, Chicago, IL.

Li, D. (2015). School accountability and principal mobility: How No Child Left Behind affects the

allocation of school leaders. (Working Paper, No. 16-052). Harvard Business School.

McMillian, M. M., Fuller, S., Hill, Z., Duch, K., & Darity, Jr., W. A. (2015). Can class-based

substitute for race-based student assignment plans? Evidence from Wake County,

North Carolina. Urban Education, 1-32.

McMullen, S., Rouse, K., & Haan, J. (2015). The distributional effects of the multi-track

year-round calendar: a quantile regression approach. Applied Economics Letters, 22(15),

1188-1192.

Ahn, T. (2014). A regression discontinuity analysis of graduation standards and their impact on

students’ academic trajectories. Economics of Education Review, 38, 64-75.

Arshavsky, N., Edmunds, J., Miller, L. C., & Corritore, M. (2014). Success in the college

preparatory mathematics pipeline: The role of policies and practices employed by

three high school reform models. School Effectiveness and School Improvement,

25(4), 531-554.

Southworth, S., & Denton, M. (2014). Desegregation, resegregation, and access to educational

opportunity in two North Carolina school districts: A comparison of Wake County

and Charlotte-Mecklenburg schools. Social Science Research Network. Manuscript

submitted for publication.

Southworth, S., & Denton, M. (2014). Race, after school, school composition and track

placement. Manuscript submitted for publication.

Chamberlain, J. (2013). The use of value-added teacher effect estimates. Unpublished

manuscript, Center of Education Data and Research at University of Washington.

Edmunds, J., Willse, J., Arshavsky, N., & Dallas, A. (2013). Mandated engagement: The impact

of early college high schools. Teachers College Record, 115(7), 1-31.

Miller, L., & Corritore, M. (2013). Assessing the impact of North Carolina’s early college high

schools on college preparedness. (CEPWC Working Paper Series No. 7).

Ribar, D. C., & Haldeman, L. A. (2013). Changes in meal participation, attendance, and

test scores associated with the availability of universal free school breakfasts.

Social Service Review, 354-385.

Southworth, S., & Hupp, R. (2013). Tracking in high school mathematics courses: The effects of

school composition and individual attributes. Paper prepared for annual meetings of the

Society for the Study of Social Problems, New York, New York.

Rev. 1/27/2017


Strain, M. (2013). Single-sex classes & student outcomes: Evidence from North Carolina. Economics

of Education Review, 36:73-87.

Diette, T. M., & Oyelere, R. U. (2012). Do significant immigrant inflows create negative education

impacts? Lessons from the North Carolina Public School System. Discussion paper series:

IZA DP No. 6561.

Edmunds, J. (2012). Early Colleges: A new model of schooling focusing on college readiness.

New Directions for Higher Education, 2012(158), 81-89.

Edmunds, J., Bernstein, L., Unlu, F., Glennie, E., Smith, A., & Arshavsky, N. (2012). Remaining in

school: The impact of the early college high school model on students’ enrollment in school.

SREE Paper Presentation Proposal: Education Policy.

Edmunds, J., Bernstein, L., Unlu, F., Glennie, E., & Willse, J. (2012). Expanding the start of the

college pipeline: Ninth grade findings from an experimental study of the impact of the

early college high school model. Journal of Research on Educational Effectiveness,

5(2), 136–159.

Ladd, H. F. (2012). Education and poverty: Confronting the evidence. Presidential address to

the Association for Public Policy Analysis and Management, Journal of Policy Analysis

and Management, 31(2), 203-227.

Edmunds, J. A., Bernstein, L., Unlu, F., Glennie, E., & Arshavsky, N. (2011). The impact of the

early college high school model on core 9th and 10th grade student outcomes.

Unpublished manuscript. SERVE, RTI, and Abt Associates.

Miller, L. C. & Milton, R. (2011). Who graduates High School College and career ready? An

examination of mathematics and science pipeline progression in North Carolina.

Unpublished manuscript, University of Virginia, The Urban Institute.

Miller, L. C., Mittleman, J. (2011). Redesigned for success? The effects of high school conversion

on college preparedness in mathematics and science. Unpublished manuscript,

University of Virginia, Princeton University.

Muschkin, C. G., Bonneau, K., & Hawkins, S. (2011). Easing the transition to high school:

Effects of a freshman academy on student success. Paper prepared for Annual meetings

of the American Educational Research Association, New Orleans, LA, April 8-12.

Ribar, D. C., & Haldeman, L. A. (2011). Universal-free and eligibility-based school breakfast

programs in Guilford County, NC: Student outcomes. Contractor and Cooperator

Report No. 73-2.

Edmunds, J. A., Bernstein, L., Glennie, E., Willse, J., Arshavsky, N., Unlu, F., Bartz, D.,

Silberman, T., Scales, W. D., & Dallas, A. (2010). Preparing students for college: The

implementation and impact of the early college high school model. Peabody Journal of

Education, 85(3), 348-364.

Rev. 1/27/2017


Edmunds, J., Bernstein, L., Yamaguchi, R., Unlu, F., Glennie, E., Willse, J., Arshavsky, N., &

Dallas, A. (2010). Early findings from the implementation and impact study of early

college high school. Paper prepared for 2010 SREE Conference.

Joyner, A. M. (2010). The effects of racially and economically isolated schools on student

performance. Poverty & Race, 19(5), 11-12.

Li, Y., Alfeld, C., Kennedy, R.P., & Putallaz, M. (2009). Effects of summer academic programs

in middle school on high school test scores, course-taking, and college major. Journal of

Advanced Academics, 20(3), 404-436. Bonneau, K. (2008). What is a dropout? A briefing report prepared for the North Carolina Family

Impact Seminar on Dropout Prevention, p14. Edmunds, J., Glennie, E., & Bernstein, L. (2008). Symposium: Early results and methodological

issues from an experimental study of early college high schools. Prepared for the

meetings of the American Educational Research Association, New York, NY. Ladd, H. F. (2008). School policies and the Black-White test score gap. In Katherine Magnuson and

Jane Waldfogel, (Eds.), Steady Gains and Stalled Progress: Inequality and the Black-White

Test Score Gap. New York: Russell Sage Foundation, pp. 289-319. Wasilewski, Y., Gifford, B., & Bonneau, K. (2008). Evaluation of the school-wide positive

behavior support program in eight North Carolina elementary schools. Evaluation

Report, Center for Child and Family Policy, Duke University.

Lansford, J. (2002). Educating American students for life in a global society. Center for Child

and Family Policy, Policy Brief. Volume 2, Number 4. Malone, D. M. (2002). The No Child Left Behind Act and the teacher shortage. Center for Child

and Family Policy, Policy Brief. Volume 2, Number 7.

Outcomes beyond K-12

Cook, P. J., & Songman, K. (2016). Birthdays, schooling, and crime: Regression-discontinuity

analysis of school performance, delinquency, dropout, and crime initiation.

American Economic Journal: Applied Economics, 8(1), 33-57.

Clotfelter, C. T., Ladd, H. F., Muschkin, C. G., & Vigdor, J. L. (2015). Developmental education

in North Carolina community colleges. Educational Evaluation and Policy Analysis, 37(3),

354-375.

Totty, E. (2015). The lasting impact of high-school value-added. Manuscript submitted for publication.

Tuttle, C. C., Gleason, P., Knechtel, V., Nichols-Barrer, I., Booker, K., Chojnacki, G., Coen, T.,

& Goble, L. (2015). Understanding the effect of KIPP as it scales: Volume I, Impacts

on achievement and other outcomes. Mathematica Policy Research.

Rev. 1/27/2017

Other Studies

Dalzell, N. & Reiter, J. P. (in press). Regression modeling and file matching using possibly erroneous

matching variables. Journal of Computational and Graphical Statistics (JCGS).

Tan, P. L. (2017). Re-examining the impact of education on teenage motherhood: Evidence

from North Carolina. Journal of Population Economics, 30(2), 503-536.

Bates, M. (2016). Public and private learning in the market for teachers: Evidence from the

adoption of value-added measures. Unpublished manuscript, University of California

at Riverside.

Bottia, M., Giersch, J., Mickelson, R., Stearns, E., & Moller, S. (2016). Distributive justice antecedents

of race and gender disparities in first year college performance. Social Justice Research, 29,

35-72.

Cook, J. B., & Mansfield, R. K. (2016). Task-specific experience and task-specific talent:

Decomposing the productivity of high school teachers. Journal of Public Economics,

140, 51-72.

Gao, N., & Semykina, A. (2016). Value added estimation in the presence of missing data. Prepared for

41st Annual Conference of the Association for Education Finance and Policy, Denver, CO.

Glennie, E., Mason, M., and Dalton, B. (2016). The role of STEM high schools in reducing gaps in

science and mathematics coursetaking: Evidence from North Carolina. RTI Press Publication

No. RR-0025-1603. Research Triangle Park, NC: RTI Press.

Holbein, J. B. (2016). Left behind? Citizen responsiveness to government performance information.

American Political Science Review, 110(2), 353-368.

Keller, S., Shipp, S., Orr, M., Higdon, D., Korkmaz, G., Schroeder, A., Molfino, E., Pires, B., Ziemer, K.,

& Weinberg, D. (2016). Leveraging external data sources to enhance official statistics and

products. Prepared for U.S. Census Bureau.

Stearns, E., Bottia, M., Davalos, E., Mickelson, R., Moller, S., & Valentino, L. (2016). Demographic

characteristics of high school math and science teachers and girls’ success in STEM. Social

Problems, 63, 87-110.

Valentino, L., Moller, S., Stearns, E., & Mickelson, R. (2016). Perceptions of future career family

flexibility as a deterrent from majoring in STEM. Social Currents, 3(3), 273-292.

Ahn, T. (2015). Matching strategies of teachers and schools in general equilibrium. IZA Journal

of Labor Economics, 4:5.

Bottia, M., Stearns, E., Mickelson, R., Moller, S., & Valentino, L. (2015). Growing the roots of

STEM majors: Female math and science high school faculty and the participation of students

in STEM. Economics of Education Review, 45, 14-27.

Bottia, M., Stearns, E., Parker, A., Mickelson, R., & Moller, S. (2015). The relationships among high

school STEM learning experiences and students’ intent to declare and declaration of a STEM

major in college. Teachers College Board, 117(4).

Rev. 1/27/2017

Other Studies (cont.)

Gifford, E. J., Sloan, F. A., Lindsey, K., & Evans K. E. (2015). Intergenerational effects

of parental substance-related convictions and adult drug treatment court participation on

children’s school performance. American Journal of Orthopsychiatry, 85(5), 452-468.

Macartney, H., McMillan, R., & Petronijevic. (2015). Incentive design in education: An empirical

analysis. Technical report, National Bureau of Economic Research.

Moller, S., Banerjee, N., Bottia, M., Stearns, E., Mickelson, R., Dancy, M., Wright, E., & Valentino, L.

(2015). Moving Latino/a students into STEM fields: The role of teachers and professional

communities in secondary schools. Journal of Hispanic Higher Education, 14(1), 3-33.

Yel, N., Levy, R., Liu, Y., & Schulte, A. C. (2015). Assessing school-level performance with differing

data point in cohorts. Paper prepared for the meeting of the American Educational Research

Association, Chicago, IL.

Altonji, J. G., & Mansfield, R. K. (2014). Group-average observables as controls for sorting

on unobservables when estimating group treatment effects: the case of school

and neighborhood effects. (Working Paper 20781). Cornell University.

American Institutes for Research. (2014). Early college means early success for students. Results

from the Early College High School Initiative Impact Study. 12Mar2014.

Anthopolos, R., & Miranda, M. L. (2014). BBBS and school performance: Assessing academic

achievement and school absenteeism by BBBS participation in North Carolina.

Summary Report. Children’s Environmental Health Initiative, University of Michigan.

Duke Endowment.

Gregory, S. G., Anthopolos, R., Osgood, C., Grotegut, C. A., & Miranda, M. L. (in press).

Association of augmented childbirth and the incidence of autism. New England

Journal of Medicine.

Holbein, J. B. (2014). Left behind: Do school performance signals promote democratic

accountability? Paper prepared for the annual meeting of the American Political Science

Association, Washington, DC.

Means, B., Wang, H., Young, V., & Lynch, S. (2014). STEM-focused high schools as a strategy

for enhancing readiness for postsecondary STEM programs. Journal of Research

in Science Teaching. Published online in Wiley Online Library.

Miranda, M. L., Anthopolos, R., & Gregory, S. G. (2014). Association of autism with induced or

augmented childbirth. American Journal of Obstetrics and Gynecology 210(5), 492-493.

Miranda, M. L., Anthopolos, R., & Gregory, S. G. (2014). Induction or augmentation of labor

and autism. JAMA Pediatrics 168(2), 189-190.

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in maternal age effects on teenage childbearing. (Under review).

Vigdor, J. L., & Ladd, H. F., & Martinez, E. (2014). Scaling the digital divide: Home computer

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Clotfelter, C. T., Ladd, H. F., Muschkin, C. G., & Vigdor, J. L. (2013). Success in community

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Cook, P., Gifford, E., & the Truancy Prevention Team. (2013). Attendance in Durham

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Moller, S., Stearns, E., Southworth, S., & Potochnick, S. (2013). Changing course: The gender gap

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Wells, R., & Gifford, E. J. (2013). Implementing a case management initiative in high-need schools.

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Documents

Papers and Presentations Employing Data from the North ... · Paper prepared for 37th Annual Fall Research Conference, ... (2015). Racial and economic imbalance in Charlotte’s schools,