Related UI Researchers

Publications on Education

This two-guide set for evaluators and others interested in evaluation grew out of a National Science Foundation funded effort to improve cross project evaluations. Guide 1, Designing a Cross-Project Evaluation, focuses on evaluation design including identification and operationalization of program goals, building of logic models, and selection of indicators and appropriate measures for these indicators. Guide 2, Collecting and Using Data in Cross-Project Evaluation, lays out multiple issues involved in data collection, strengths and weaknesses of different data collection formats, and methods for ensuring data quality, confidentiality, and the protection of human subjects.

Tax rates can affect decisions regarding work, investment in human capital, and wealth accumulation, each of which modulates intra- and intergenerational economic mobility. Similarly, government spending affects mobility either by purchasing goods that may drive mobility, such as education and health, or by effectively lowering the cost of mobility-enhancing goods through tax deductions and credits. This review summarizes the literature on the effects of government tax and spending policy on economic mobility, with a focus on the impacts of changes in marginal tax rates, the tax treatment of wealth, and government spending on health care, education, and Social Security. (Review 10 of 11.)

Education policy is important to the discussion of mobility because it serves both as an end and a means to an end in eliminating inequalities. In addition to fostering mobility among those directly benefited by it, the children of beneficiaries may indirectly benefit as well. Thus, properly targeted education programs may enhance outcomes in both present and future generations. This review summarizes the complex and well-developed literature on the interplay between education and inter- and intragenerational economic mobility. (Review 2 of 11.)

Teach for America (TFA) selects and places graduates from the most competitive colleges as teachers in the lowest-performing schools in the country. This paper is the first study that examines TFA effects in high school. We use rich longitudinal data from North Carolina and estimate TFA effects through cross-subject student and school fixed-effects models. We find that TFA teachers tend to have a positive effect on high school student test scores relative to non-TFA teachers, including those who are certified in-field. Such effects exceed the impact of additional years of experience and are particularly strong in math and science.

Teach for America teachers may be new to the profession, but they are generally more effective than their experienced colleagues, finds a new Urban Institute analysis. On average, high school students taught by TFA corps members performed significantly better on state-required end-of-course exams, especially in math and science, than peers taught by far more experienced instructors. The TFA teachers' effect on student achievement in core classroom subjects was nearly three times the effect of teachers with three or more years of experience. The study is the first investigation of the impact of TFA in high schools.