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50 records from EconBiz based on author Name
1. The Consequences of Remote and Hybrid Instruction During the Pandemic
abstractUsing testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person (although there was some widening in reading gaps in those areas). We estimate that high-poverty districts that went remote in 2020-21 will need to spend nearly all of their federal aid on academic recovery to help students recover from pandemic-related achievement losses
Goldhaber, Daniel D.; Kane, Thomas J.; McEachin, Andrew; Morton, Emily; Patterson, Tyler; Staiger, Douglas;2022
Type: Arbeitspapier; Working Paper; Graue Literatur; Non-commercial literature;
Availability: Link Link
Citations: 40 (based on OpenCitations)
2. Evidence on the relationship between pension-driven financial incentives and late-career attrition : implications for pension reform
Goldhaber, Daniel D.; Grout, Cyrus; Holden, Kristian L.; McGee, Josh B.;2024
Type: Aufsatz in Zeitschrift; Article in journal;
Availability: Link Link
3. Four years of pandemic-era emergency licenses : retention and effectiveness of emergency-licensed Massachusetts teachers over time
Backes, Benjamin; Cowan, James; Goldhaber, Daniel D.; Theobald, Roddy;2024
Type: Aufsatz in Zeitschrift; Article in journal;
Availability:
Link 4. Do Teachers' Race, Gender, and Ethnicity Matter? : Evidence from Nels88
abstractOur study uses a unique national longitudinal survey, the National Educational Longitudinal Study of 1988 (NELS), which permits researchers to match individual students and teachers, to analyze issues relating to how a teacher's race, gender, and ethnicity, per se, influence students from both the same and different race, gender, and ethnic groups. In contrast to much of the previous literature, we focus both on how teachers subjectively relate to and evaluate their students and on objectively how much their students learn. On balance, we find that teachers' race, gender, and ethnicity, per se, are much more likely to influence teachers' subjective evaluations of their students than they are to influence how much the students objectively learn. For example, while white female teachers do not appear to be associated with larger increases in test scores for white female students in mathematics and science than white male teachers 'produce', white female teachers do have higher subjective evaluations than their white male counterparts of their white female students. We relate our findings to the more general literature on gender, race, and ethnic bias in subjective performance evaluations in the world of work and trace their implications for educational and labor markets
Ehrenberg, Ronald G.; Goldhaber, Daniel D.; Brewer, Dominic J.;2021
Availability: Link
5. To What Extent Does In-Person Schooling Contribute to the Spread of COVID-19? : Evidence from Michigan and Washington
abstractThe decision about how and when to open schools to in-person instruction has been a key question for policymakers throughout the COVID-19 pandemic. The instructional modality of schools has implications not only for the health and safety of students and staff, but also student learning and the degree to which parents can engage in job activities. We consider the role of instructional modality (in-person, hybrid, or remote instruction) in disease spread among the wider community. Using a variety of regression modeling strategies , we find that simple correlations show in-person modalities are correlated with increased COVID cases, but accounting for both pre-existing cases and a richer set of covariates brings estimates close to zero on average. In Ordinary Least Squares (OLS) specifications, in-person modality options are not associated with increased spread of COVID at low levels of pre-existing COVID cases but cases do increase at moderate to high pre-existing COVID rates. A bounding exercise suggests that the OLS findings for in-person modality are likely to represent an upper bound on the true relationship. These findings are robust to the inclusion of county and district fixed effects in terms of the insignificance of the findings, but the models with fixed effects are also somewhat imprecisely estimated
Goldhaber, Daniel D.; Imberman, Scott A.; Strunk, Katharine O.; Hopkins, Bryant; Brown, Nate; Harbatkin, Erica; Kilbride, Tara;2021
Type: Arbeitspapier; Working Paper; Graue Literatur; Non-commercial literature;
Availability: Link Link
Citations: 35 (based on OpenCitations)
6. Career and Technical Education in High School and Postsecondary Career Pathways in Washington State
abstractIn this study, we describe the postsecondary transitions of students taking CTE courses in high school using administrative data on one cohort of high school students from Washington State. Our findings indicate that CTE students are less likely to enroll in college overall, especially four-year college. But among students who do enroll in college, CTE students are significantly more likely to enroll in and complete vocational programs, especially in applied STEM and public safety fields. Among students not enrolled in college, CTE students also are more likely to obtain full-time employment—and to work more intensively—within the first three years following high school graduation. Thus, despite the reduction in four-year college enrollment, the higher completion rates of vocational credentials among CTE concentrators in college indicate some important positive outcomes for this population
Cowan, James; Goldhaber, Daniel D.; Holzer, Harry J.; Naito, Natsumi; Xu, Zeyu;2021
Availability: Link Link
Citations: 3 (based on OpenCitations)
7. The educational consequences of remote and hybrid instruction during the pandemic
Goldhaber, Daniel D.; Kane, Thomas J.; McEachin, Andrew; Morton, Emily; Patterson, Tyler; Staiger, Douglas;2023
Type: Aufsatz in Zeitschrift; Article in journal;
Availability: Link Link
8. Academic mobility in US public schools : evidence from nearly 3 million students
Austin, Wes; Figlio, David N.; Goldhaber, Daniel D.; Hanushek, Eric Alan; Kilbride, Tara; Koedel, Cory; Lee, Jaeseok Sean; Lou, Jin; Özek, Umut; Parsons, Eric; Rivkin, Steven G.; Sass, Tim Roger; Strunk, Katharine O.;2023
Type: Aufsatz in Zeitschrift; Article in journal;
Availability: Link
9. Career and technical education in high school and postsecondary career pathways in Washington State
abstractIn this study, we describe the postsecondary transitions of students taking CTE courses in high school using administrative data on one cohort of high school students from Washington State. Our findings indicate that CTE students are less likely to enroll in college overall, especially four-year college. But among students who do enroll in college, CTE students are significantly more likely to enroll in and complete vocational programs, especially in applied STEM and public safety fields. Among students not enrolled in college, CTE students also are more likely to obtain full-time employment - and to work more intensively - within the first three years following high school graduation. Thus, despite the reduction in four-year college enrollment, the higher completion rates of vocational credentials among CTE concentrators in college indicate some important positive outcomes for this population.
Cowan, James; Goldhaber, Daniel D.; Holzer, Harry J.; Naito, Natsumi; Xu, Zeyu;2020
Type: Graue Literatur; Non-commercial literature; Arbeitspapier; Working Paper;
Availability:
Link Link 10. Public accountability and nudges : the effect of an information intervention on the responsiveness of teacher education programs to external ratings
Goldhaber, Daniel D.; Koedel, Cory;2019
Type: Graue Literatur; Non-commercial literature; Arbeitspapier; Working Paper;
Availability: Link