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
Teacher Quality and Student Outcomes (cont.)
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
Teacher Quality and Student Outcomes (cont.)
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
Teacher Quality and Student Outcomes (cont.)
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
Teacher Quality and Student Outcomes (cont.)
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
Teacher Quality and Student Outcomes (cont.)
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.
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Ladd, H. F. (2003). School vouchers and student achievement: What we know so far. Center for
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need to focus on core education issues. Center for Child and Family Policy, Policy Brief,
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Glennie, E. J., & Ladd, H. F. (2002). The No Child Left Behind Act and school-based
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Ladd, H. F., & Zelli, A. (2002). School-based accountability in North Carolina: The response of
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multilevel models. Paper prepared for the annual meeting of the American
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Muschkin, C. G., Ladd, H. F., & Dodge, K. A. (2015). Impact of North Carolina’s Early Childhood
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Schulte, A., & Stevens, J. J. (2015). Does one size fit all? Reading achievement growth for students with
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Ladd, H., Dodge, K., & Muschkin, C. (2014). From birth to school: Early childhood initiatives
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Problem Behavior in Schools
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Linking Data and Policy
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Impact of Specific Policies on Student Outcomes
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Impact of Specific Policies on Student Outcomes (cont.)
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Arshavsky, N., Edmunds, J., Miller, L. C., & Corritore, M. (2014). Success in the college
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Impact of Specific Policies on Student Outcomes (cont.)
Strain, M. (2013). Single-sex classes & student outcomes: Evidence from North Carolina. Economics
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Miller, L. C. & Milton, R. (2011). Who graduates High School College and career ready? An
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Muschkin, C. G., Bonneau, K., & Hawkins, S. (2011). Easing the transition to high school:
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Edmunds, J. A., Bernstein, L., Glennie, E., Willse, J., Arshavsky, N., Unlu, F., Bartz, D.,
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Impact of Specific Policies on Student Outcomes (cont.)
Edmunds, J., Bernstein, L., Yamaguchi, R., Unlu, F., Glennie, E., Willse, J., Arshavsky, N., &
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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
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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.,
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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
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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.,
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Stearns, E., Bottia, M., Davalos, E., Mickelson, R., Moller, S., & Valentino, L. (2016). Demographic
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Problems, 63, 87-110.
Valentino, L., Moller, S., Stearns, E., & Mickelson, R. (2016). Perceptions of future career family
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Bottia, M., Stearns, E., Mickelson, R., Moller, S., & Valentino, L. (2015). Growing the roots of
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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
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Macartney, H., McMillan, R., & Petronijevic. (2015). Incentive design in education: An empirical
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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.
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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).
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Holbein, J. B. (2014). Left behind: Do school performance signals promote democratic
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Miranda, M. L., Anthopolos, R., & Gregory, S. G. (2014). Induction or augmentation of labor
and autism. JAMA Pediatrics 168(2), 189-190.
Neelon, B., Gelfand, A., & Miranda, M. L. (2014). A multivariate spatial mixture model for areal
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Rev. 1/27/2017
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mathematics performance in primary education and the implications for STEM learning:
A Markovian approach. Computers in Human Behavior, 47(2015), 4-17.
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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
technology and student achievement. Economic Inquiry, 52(3), 1103-1119.
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Berger, A., Turk-Bicakci, L., Garet, M., Song, M., Knudson, J., Haxton, C., Zeiser, K., Hoshen, G.,
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Bosworth, R. (2011). What sort of school sorts students. Int. J. of Quantitative Research in Education,
1(1), 20-38.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2013). Algebra for 8th graders: Evidence on its effect
from 10 North Carolina districts. (CALDER Working paper 87, February 2013).
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2013). Racial and economic diversity in North Carolina’s
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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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Fuller, S., & Ladd, H. F. (2013). School based accountability and the distribution of teacher
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Gershenson, S., & Langbein, L. (2013). Panel-data evidence on the effect of school size on
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Schools: STEM Education Policy and Opportunity Structures. Symposium prepared for the 86th
NARST Annual International Conference, Rio Grande, Puerto Rico.
Moller, S., Stearns, E., Southworth, S., & Potochnick, S. (2013). Changing course: The gender gap
in college selectivity and opportunities to learn in the high school curriculum.
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Rose, R., Woolley, M. E., & Bowen, G. L. (2013). Social capital as a portfolio of resources
across multiple microsystems: Implications for middle school students.
Family Relations, 62(4), 545-558.
Sloan, F. A., Gifford, E. J., Eldred, L. M., Acquah, K. F., & Blevins, C. E. (2013). Do specialty
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Wells, R., & Gifford, E. J. (2013). Implementing a case management initiative in high-need schools.
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Anthopolos, R., Miranda, M. L., Osgood, C., & Coakley, B. (2012). Assessing the effect of
Big Brothers Big Sisters (BBBS) programs on academic achievement and school
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Glennie, E. J., & Stearns, E. (2012). Opportunities to play the game: The effect of individual
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Lynch, S., & Means, B. (2012). Understanding emerging opportunity structures in
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McMullen, S. C., & Rouse, K. E. (2012). School crowding, year-round schooling, and mobile
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Measuring the model’s impact on mathematics and science pipeline progression.
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Bosworth, R. (2011). Class size, class composition, and the distribution of student achievement.
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Miranda, M. L., Anthopolos, R., Edwards, S., & Kim, D. (2011). Effect of maternal
smoking during pregnancy on children's educational test performance. Oral presentation
for 139th APHA Annual Meeting, Washington, DC.
Richardson, A., Chandra A., Martin, L. T., Setodji, C. M., Hallmark, B. W., Campbell, N. F.,
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Southworth, S. (2011). Math and science achievement in North Carolina high schools. Paper
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America on student performance in high school. Journal of Policy Analysis and
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Cook, D. A. (2010). Research on Black educators: What do we know, how do we know it and
where do we go from here. Paper prepared for the American Educational Studies
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Cook, P., Gottfredson, D., & Na, C. (2010). School Crime Control and Prevention.
Crime and Justice, 39(1), 313-440.
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scores in early elementary school. Journal of Policy Analysis and Management,
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Muschkin, C. G. (2010). Research brief: Variations in school suspension by district, North Carolina.
Paper prepared in conjunction with the 2010 NC Family Impact Seminar, School Suspension:
Research and Policy Options at the North Carolina General Assembly.
Muschkin, C. G., & Beck, A. N. (2010). Changing contours of the North Carolina public schools:
The influence of immigration on enrollments of non-Hispanic White students. Paper
prepared for the annual meetings of the American Educational Research Association,
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Yamaguchi, R., Glennie, E., Unlu, F., Edmunds, J. & Bernstein, L. (2010). Taking Algebra I in 9th grade:
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Corn, J. O. (2009). Critical issues summary: Evaluation report on the progress of the North Carolina
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Muschkin, C. G. (2009). Research support for evidence-based education policy: The
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of the American Educational Research Association, San Diego, CA.
Rothstein, J. (2009). Student sorting and bias in value-added estimation: Selection on
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Bowen, G., Rose, R., Powers, J., & Glennie, E. (2008). The joint effects of neighborhoods,
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Family Relations, 57(4), 504-516.
Fiske, E. B., & Ladd, H. F. (2008). Education equity in an international context, Handbook of
Research in Education Finance and Policy (H.F. Ladd and E.B. Fiske, Eds.),
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Fiske, E. B., & Ladd, H. F. (2008). Introduction. Handbook of Research in Education Finance
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Bifulco, R., & Ladd, H. F. (2007). Charter schools in North Carolina. In Charter School
Outcomes, edited by M. Berends, M. Springer and H.Walberg. New York: Lawrence
Erlbaum Associates, 195-220.
Bowen, W. G. (2007). Extending opportunity in higher education: Starting and finishing at
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Rothstein, J. (2007). Do value-added models add value? Tracking, fixed effects, and causal
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Vigdor, J., & Nechyba, T. (2007). Peer effects in North Carolina public schools. In P.E.
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Bowen, G. L., Rose, R. A., Powers, J. D., & Glennie, E. (2006). Changes in the social environment
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Fiske, E. B., & Ladd, H. F., (2006). Racial equity in education: How far has South Africa
come? Perspectives in Education, Jonathan Jansen (Ed.), Special Issue on Education
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Matthews, M. S. (2006). Gifted students dropping out: Recent findings from a southeastern state.
Roeper Review, 28(4), 216-223.
Swartz, C. W., & Williamson, G. L. (2006). Using Lexiles to support instruction and
improvement in North Carolina schools. Paper prepared for North Carolina
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and mathematics. Paper prepared for annual meeting of the North Carolina Association
for Research in Education (NCARE), Hickory, NC.
Glennie, E., Stearns, M. E., & Castellino, D. (2005). Girls and clubs: The influence of individual
and school attributes on types of extracurricular activity participation. Paper prepared
for American Sociological Association Meetings, Philadelphia, PA.
Guidry, V. T., & Margolis, L. H. (2005). Unequal GIS to explore hurricane-related flooding of
schools in eastern North Carolina. Environmental Research, 98(3), 383-89.
Rose, R. R., & Bowen, G. L. (2005). Power for sample size in the development of a longitudinal
study of a cluster randomized trial. Paper prepared for Annual Conference of the Society
for Social Work and Research, Miami, FL.
Stearns, E., & Glennie, E. (2005). Opportunities to join clubs: Modeling extracurricular activity
participation. Paper prepared for Southern Sociological Society Annual Meeting,
Charlotte, NC.
Ladd, H. F. (2004). Balancing public and private resources for basic education: School fees in
post-apartheid South Africa. In Changing Class: Education and Social Change in Post-
Apartheid South Africa, edited by Linda Chisholm. Cape Town: HSRC Press.
Vigdor, J., & Nechyba, T. (2004). Peer effects in elementary school: Learning from apparent
random assignment. Paper prepared for Association for Public Policy Analysis and
Management Meetings, Atlanta, GA, and Harvard University Economics Dept.,
Cambridge, MA.
Glennie, E. J., Stearns, E., Castellino, D., & Bifulco, R. (2003). Extracurricular activity
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Other Studies (cont.)
Stearns, E., Glennie, E., & Castellino, D. (2003). Contextualizing extracurricular activity
participation decisions. Paper prepared for Southern Sociological Society Meetings,
Atlanta, GA.
Ladd, H. F., & Walsh, R. P. (2002). Implementing value-added measures of school effectiveness:
Getting the incentives right. Economics of Education Review 21, 1-17.
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.
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